Kamratbedömning kan ha en positiv effekt på elevers lärande. För att uppnå denna positiva effekt måste elever kunna ge återkoppling till sina kamrater och även ta emot återkoppling från sina kamrater. Elever måste också kunna använda den återkoppling som de får. Återkoppling kan ges på fyra olika nivåer, uppgiftsnivå, processnivå, självregleringsnivå och personnivå. Att använda elever som lärande resurser för varandra, är en av nyckelstrategierna inom formativ bedömning. Fokus på formativ bedömning och användning av den samma har ökat inom skolan. Det, tillsammans med att det inte finns många studier som undersöker formativ bedömning med ett ämnesinnehåll i svensk kontext, är exempel på vad som ligger till grund för studien. Det övergripande syftet med denna studie var att öka kunskapen om hur kamratbedömning genomförs i naturvetenskap på mellanstadiet. Fokus riktades dels mot hur lärare implementerar kamratbedömning, men framförallt mot hur elever ger varandra återkoppling. För att undersöka hur och på vilka nivåer som 11-åriga elever ger varandra återkoppling, genomförde elever kamratbedömning i mindre grupp efter att enskilt ha besvarat uppgifter med ett naturvetenskapligt innehåll. Insamling av data skedde i flera steg. När läraren gav eleverna instruktioner kring bedömningsmatrisen, uppgifterna och den kamratbedömning som de skulle genomföra, observerades och videofilmades detta. Elevernas kamratbedömningssamtal i grupp, videofilmades också. Därefter intervjuades eleverna enskilt.Studiens resultat visade att eleverna fick återkoppling på olika nivåer av sina kamrater. Den återkoppling som var mest förekommande, var på uppgiftsnivå. Det fanns exempel på återkoppling på andra nivåer också i materialet, samt exempel där det inte förekom någon återkoppling alls. När eleverna bedömde varandras svar, fokuserade de på mängden naturvetenskapliga begrepp i kamraternas svar. Slutsatser som dragits utifrån studiens resultat var bland andra att elever behöver träna både på kamratbedömning och på att ge användbar återkoppling, samt att lärare bör vara medvetna om att deras instruktioner är betydelsefulla när det gäller hur kamratbedömningen faller ut. En annan slutsats är att kamratbedömning med ämnesinnehåll, kräver både bedömarfärdighet och ämneskunskap. / Peer assessment may have a positive effect on student learning. In order to have these positive effect students have to be able to give feedback to their peer and also to receive feedback from their peer. The students also have to be able to use the given feedback. Using students as learning resources to each other is a key strategy within formative assessment. The feedback that is given can be directed at four different levels, task level, process level, self-regulation level and self-level. Using peers as learning resources, is one of the key strategies within formative assessment. Focus on formative assessment and the use of it, have increased within school. That, and the fact that there are not many studies that examines formative assessment with science content, are a part of the background to the conducted study.The overall purpose of the study was to contributed to the field concerning peer assessment in science with 11-year old students. The focus was partly how teachers implement peer assessment, but above all how students give feedback. In order to examine how and in what different levels student give each other feedback, students conducted peer assessment in small groups, after they had answered questions concerning science. Data collection was done in the following steps. At first, the teacher gave the students instructions about the tasks, the scoring rubric, how to assess and so on. While doing that, the teacher was observed and video recorded. Next step concerned the students. They answered the questions and then had peer assessment in small groups. This was also video recorded. Later on the students were interviewed. The students received different kinds of feedback, mostly at task level, from their peer. Some examples of feedback at other levels were also discovered. When students assessed each other’s answers, they looked at the amount of science concepts that were used in their peer’s answers. The results suggest that students need to practice peer assessment, how to give useful feedback and that the teacher need to be aware of that given instruction may turn out differently from what is expected. The results also show that students believe that peer assessment is useful and that feedback is given. This was contradictory from what was seen in some of the observations of the peer assessment. Conclusions are for example that students need both assessment skills and scientific knowledge.

While there is a consensus among researchers that assessment should and can serve learning, there is less understanding of how it supports learning at a fine-grained level. This thesis uses design-based research to investigate the role of comment-only, holistic peer assessment in writing development. The theory of action synthesises Sadler's accounts of learning through assessment (1989, 2010) with Winne and Hadwin's (1998, 2008) model of self-regulated learning. It is theorised that participating in peer assessment helps students to develop evaluative expertise, which in turn enriches task perceptions, metacognitive standards and ultimately large-scale adaptation: the changes students employ in subsequent essays. Drawing on the theory of action, I designed a series of workshops for first-year English Literature students learning to write examination essays. The thesis reports on the first of two iterations. 21 participants assessed and discussed example essays; criteria were not pre-determined but emerged from discussion of four examples. Students then wrote a timed essay, assessed three peer pieces and received three reviews. A range of data was generated during the workshops, including written comments, reflections and questionnaires. Ten case study writers also took part in pre- and post-workshops writing tasks, think-aloud protocols and interviews. To trace the development of students' evaluative expertise, I coded inductively students' talk and comment about writing. Visualising the connections between emergent codes reveals writing quality as a complex web of criteria, with the essay question at the centre. There was a strong overlap between the official Faculty assessment criteria and the codes emerging from student data. However, students also frequently commented on procedural aspects of writing such as introductions and conclusions, which are left tacit or latent in Faculty criteria. Post-workshops, students' own metacognitive standards became increasingly reader-oriented and question-focussed, and these procedural aspects of writing drove the adaptations they made to their approach. I use rich, in-depth case study data to trace how, why, and when students made such adaptations. I also examine the role of peer feedback, which rather than offering new information, often verified or complemented the judgements students formed of their own writing during the workshops. The thesis thus illuminates processes involved in learning through assessment. It also shows that peer assessment is a practicable way of developing within the discipline both evaluative expertise and writing, which are key to lifelong learning.

Submitted by Ana Carolina Freschi null (anafreschi@gmail.com) on 2017-03-22T09:37:45Z No. of bitstreams: 1 FRESCHI - Dissertação (final).pdf: 1517831 bytes, checksum: e76ed8dcf99b4a4ff90917b82179e786 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-03-22T19:24:18Z (GMT) No. of bitstreams: 1 freschi_ac_me_sjrp.pdf: 1517831 bytes, checksum: e76ed8dcf99b4a4ff90917b82179e786 (MD5) / Made available in DSpace on 2017-03-22T19:24:18Z (GMT). No. of bitstreams: 1 freschi_ac_me_sjrp.pdf: 1517831 bytes, checksum: e76ed8dcf99b4a4ff90917b82179e786 (MD5) Previous issue date: 2017-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Teletandem (TTD) é um contexto de ensino-aprendizagem em que pares de falantes de línguas diferentes trabalham de forma autônoma e colaborativa para aprenderem a língua um do outro por meio de encontros virtuais com uso da tecnologia VoIP (imagens de webcam, voz e texto). Na modalidade teletandem institucional integrado (TTDii) implementada na UNESP de São José do Rio Preto, esses encontros (ou sessões de TTD) são incorporados às aulas de língua estrangeira de um curso de graduação. O objetivo desta pesquisa é investigar como se caracteriza a avaliação por pares na modalidade oral nesse contexto. Por entender a avaliação por pares como os momentos em que há oferecimento de feedback pelo par mais competente, procura-se, mais especificamente, descrever como participantes brasileiros, alunos de licenciatura em Letras, oferecem feedback linguístico (FL) à produção oral de aprendizes de português como língua estrangeira nas sessões de TTDii. Trata-se de um estudo de caso, de natureza qualitativa e de base interpretativista. O principal instrumento de coleta de dados é a gravação de sessões orais de TTDii em 2012, 2013 e 2014. Os procedimentos de análise são: (i) transcrever verbatim a parte em que os participantes interagem em língua portuguesa das sessões orais, (ii) identificar os FL, (iii) categorizar os tipos FL oferecidos pelos participantes brasileiros, na medida do possível, de acordo com as categorias já encontradas na literatura e (iv) identificar o que desencadeou o seu aparecimento, buscando categorizar a natureza da falha linguística. Os resultados apontam que os FL encontrados, em sua maioria, se aproximam às categorias descritas pelos estudos feitos em ambientes formais de ensino, mas têm características relacionadas ao contexto em que se inserem, principalmente no que diz respeito ao oferecimento de FL de forma menos explícita, o que pode estar relacionado à preservação de face do parceiro. Além disso, os resultados apontam para uma forma diferente de FL que está relacionada à autoavaliação. / Teletandem (TTD) is a teaching-learning context in which different language speakers work in an autonomous and collaborative way to learn each other’s language through virtual meetings using VoIP technology (webcam, voice and text). In institutional integrated teletandem (iiTTD) implemented in São José do Rio Preto, these meetings (or TTD sessions) are embedded into foreign language classes of an undergraduate course. This research aims at investigating how peer assessment is characterized in oral modality in this context. We understand peer assessment as moments in which a more competent peer offers feedback. Having that in mind, we describe how Brazilian participants, Language and Literature students, offer language feedback (LF) to Portuguese as foreign language learners’ oral production in iiTTD. It is a case study of qualitative nature and interpretive basis. The main data collection instrument is the recording of iiTTD oral sessions in 2012, 2013 and 2014. Analysis procedures are: (i) oral sessions verbatim transcription of the part in which participants interact in Portuguese language, (ii) identification of LF, (iii) categorization LF types offered by Brazilian participants, as far as possible according to categories already found in literature and (iv) identification of what triggered its appearance, seeking to categorize the nature of linguistic failure. Results show that most LF found are similar to those described by studies in formal teaching environment, but they have characteristics related to the context in which they are, particularly related to offering LF in a less explicit way, which may be related to saving partner’s face. Furthermore, the results point to a different form of FL that is related to self-assessment.

Peer tutoring has become well-established in higher education and, with growing interest in peer learning, has started to gain popularity at school level with evident success in a range of settings and subject areas. Specific implementations such as PALS have become commercial successes based on offering attainment gains and social outcomes while reducing teacher workload. However, the impact on children with special educational needs is variable and there remains a lack of consensus on how PALS can affect performance for such students. Similarly, while there are some studies in the Middle East, the supporting literature for peer-tutoring and PALS is highly Western-centric and relies on adoption of constructivist principles in the wider classroom. Such values are uncommon in the Middle East, with the dominance of traditional values presenting a significant barrier to pedagogical innovation in Saudi Arabia. This study is therefore a timely exploration of how peer-tutoring can integrate with a group’s existing traditional pedagogical beliefs, engaging them in more active learning. The study used a mixed methods design to look at three main aspects of the PALS provision: the effectiveness of teacher training as preparation for leading peer tutoring, how fully was the Maths PALS programme implemented, and the impact on students with special educational needs in terms of a range of mathematics attainment and social outcomes. A 3-month intervention model is used to generate comparisons between an intervention and control pupils, helping to locate this study in the context of other quantitative research from Western countries. This is supported by qualitative data looking at the experiences of staff and students to better understand the specific experience of trying such a novel approach in a Saudi Arabian context. It is argued that attainment progress was satisfactory when considered alongside the substantial social progress, suggesting that peer tutoring has the potential to be a long-term learning strategy and, perhaps more importantly, can open the door to Saudi Arabia developing more purposeful and collaborative learning environments. The age grouping common in Saudi Arabia, spanning a much greater age range than is common in other countries, also offers insight into what makes cross-age peer tutoring effective and suggests that measuring progress in such situations requires more advanced statistical techniques. It is also shown that trainee teachers can be efficiently trained in using PALS and highly rate its impact, indicating that teacher training could be a valuable launchpad for pedagogical innovation in Saudi Arabia.

The desire to translate constructivist and sociocultural approaches to learning in specific learning activities is evident in most forms of training at current, not least in online education. Teachers worldwide are struggling with questions of how to create conditions in this fairly new realm of education for learners to contribute to the development of a good quality in their own and others' learning. Collaboration in forms of text talk in asynchronous, text based forums (ADF) is often used so students can participate at the location and time that suits them best given the other aspects of their life situation. But previous research show how collaboration in forms of text talk do not always evolve in expected quality, and how participation sometimes can be so low that no discussions at all take place. Perhaps it is time to move on and make use of the variety of user-friendly audio-visible technologies that offers conditions for collaboration similar to those in the physical environment? Is there any point to use ADF for collaboration, beyond the flexible opportunity for participation it allows? If so, why, how and under what conditions are it worthwhile to use ADF for tasks meant to be worked collaboratively on? These questions were the starting point of the studies in this thesis that was researched through two case studies involving different techniques and data samples of various natures, with the aim to understand more about collaborative text talk. The research approach differs from the vast majority of studies in the research field of Computer Supported Collaborative Learning (CSCL) where many studies currently are conducted by analysis of quantifiable data. The first case study was conducted in the context of non-formal learning in Swedish Liberal Adult Education online, and the second in the context of higher education online in Sweden. The studies in the thesis were made on basis of socio-cultural theory and empirical studies. Empirical data was collected from questionnaires, interviews and texts created by students participating in tasks that they jointly resolved through text talk. Some results were brought back to the students for further explanation of the results. Findings from data analysis were triangulated with other results and with sociocultural theory. The results indicate that students can create knowledge relevant to their studies through text talk, but can feel restrained or dismiss the activity as irrelevant if important conditions are lacking.  Collaboration through text talk makes individual resources accessible in a specific place where it can be observed and its validity for the purpose of the task evaluated by others. Students with good insight in what they are supposed to accomplish seem be able to consult relevant guidance for this evaluation, from teachers, textbooks, scientific articles and other valid experiences important to their studies, and thereby contribute to learning of the quality they studies are meant to produce. Text talk also increases teachers’ possibilities to identify what the guidance the study group needs when evaluating the gathered resources and through their own active participation provide support in the students “zone of proximal development”. Contributions offered to the CSCL research field is the identifications of important mechanisms related to learning collaboratively through text talk, and the use of case study methodology as inspiration for others to try also these kinds of strategies to capture online learning.

Sedan 1990-talet har Sverige ett kunskaps- och målrelaterat bedömningssystem i skolan där eleverna blir bedömda och betygsatta utifrån ämnesplan och kunskapskrav. I samband med den nya skolreformen 2011 reviderades innehållet i dessa styrdokument. Studiens syfte är att belysa hur engelsklärare resonerar i sitt val av bedömningsformer för underlag vid bedömning och betygssättning i förhållande till ämnesplan och kunskapskrav i Gy11, samt att undersöka om det finns skillnader i lärarnas bedömningsarbete i jämförelse med Lpf94. Undersökningen har genomförts vid en gymnasieskola där kvalitativa intervjuer har hållits med fem engelsklärare som undervisar i kursen Engelska 5. Studien visar att bedömning sker kontinuerligt av lärarna, men att de har olika sätt att bedöma, dokumentera och använda sig av bedömning i lärandet. De fem olika lärarna väljer att använda ämnesplan och kunskapskrav på olika sätt men med konkreta, tydliga och individuella synsätt. Elevdelaktighet är mycket viktigt utifrån motivation och engagemang i ämnet, och lärarens syn på bedömning är central såväl som hur både ämnesplan och kunskapskrav används i undervisning och bedömning. Lärarnas intentioner är att få eleverna motiverade och att känna lusten att lära sig något som de kan använda i praktiken. Slutsatsen är att Gy11, med ny ämnesplan och kunskapskrav i Engelska 5, ger lärarna en utmaning med ett nytt sätt att tänka. Utifrån den formativa bedömningen behövs tydlighet, kommunikation, strategier, återkoppling, elevaktivitet med ett kvalitativt tänkande som en röd tråd. / Since the 1990s, Sweden has a knowledge and goal-related grading system in schools, where students are assessed and graded according to the syllabus and grading criteria. In conjunction with the educational reform in 2011 the contents of these documents was revised. This study aims to show how English teachers reason when choosing which assessment forms for assessment and grading to use in relation to the syllabus and grading criteria of Gy11. It also aims to investigate whether there are differences in teachers’ assessments in comparison with Lpf94. The survey was conducted at an upper secondary school where qualitative interviews were held with five English teachers who teach the course English 5. The study shows that the teachers do assessment continuously, but that they have different ways to assess, document and use assessment in the learning process. The five different teachers choose to use the syllabus and grading criteria in different ways but with concrete, distinct and individual approaches. Student participation is very important as regards motivation and engagement in the subject, and the teacher’s approach to assessment is central as well as how both substance level and knowledge is used in teaching and assessment. The teachers’ intentions are to get the students motivated and feel the urge to learn something they can use in practice. In conclusion, the Gy11 reform, with a new syllabus and grading criteria in English 5, gives teachers a challenge with a new way of thinking. Based on the formative assessment, clarity, communication, strategies, feedback and student activity, with a qualitative approach is needed.

In the school subject of the natural sciences it is imperative that the students are given opportunities to ”talk science”, since the dialogues that occur in the classroom have a significant importance for the students’ abilities to engage in meaning-making in their learning process. Hence, the student and teacher interaction in the classroom and the feedback given there play a significant role in the students’ learning process. The aim of this study is to contribute to the development of formative assessment tools that can mediate the students’ meaning-making in natural sciences subjects in upper-secondary school. I have designed and tested a method of oral peer-assessment that enables dialogue-interaction in the natural science-classroom where the students, under supervision of the teacher, get to use each other as learning-resources in groups. The oral formative peer-assessment has been conducted in form of a design-based study in two upper-secondary school classes where each teacher taught natural sciences. The data collected include conversations in small groups, between groups and with the teacher. Data was analysed based on different types of talk (exploratory, cumulative and disputational talk) and type and level of feedback that was given in the classroom. The results showed that the students were given different opportunities for meaning-making, where the lack of subject-knowledge, difficulties with peer-assessment and physical artefacts were seen to significantly affect the learning process. The analyses of the interaction in the classroom showed that the teachers, in both studies, gave a direct feedback, where the students got the opportunity to compare and support their results in a dialogue with each other and the teacher. This type of feedback is considered highly efficient for learning. This study shows that the oral formative peer-assessment is a tool that teachers can use, and adapt to their practices, in order to create interactions in the classroom that can increase the students’ meaning-making. / I de naturvetenskapliga ämnena är det viktigt att eleverna ges förutsättningar att ”prata naturvetenskap” eftersom talet som sker i klassrummet har en mycket stor betydelse för elevernas möjligheter att skapa mening i det naturvetenskapliga lärandet. Interaktionen i klassrummet och den återkoppling som ges har därför stor betydelse för elevernas inlärning. Med syfte att bidra till utveckling av redskap för formativ bedömning som kan mediera elevernas meningsskapande i naturvetenskaplig undervisning på gymnasiet, har jag designat och testat en metod som möjliggör dialogisk interaktion i det naturvetenskapliga klassrummet där eleverna under ledning av läraren gruppvis får använda varandra som läroresurser i en muntlig kamratbedömningsövning. Den muntliga formativa kamratbedömningen har genomförts i form av en designbaserad studie i två gymnasieklasser där ämnesområden i naturkunskap behandlades av lärarna. Datainsamlingen inkluderar samtal som har förts inom grupper, mellan grupper och med läraren. Data analyserades utifrån olika typer av samtal (exploratory, cumulative och disputational talk) och typ samt nivå på den återkoppling som gavs i klassrummet. Elevsamtalen inom grupperna visade att delaktigheten var stor men att typen av kommunikation gav eleverna olika förutsättningar till meningsskapande där bristen på ämneskunskaper, ovana vid kamratbedömning och fysiska artefakter kan anses vara av stor betydelse för läroprocessen. Analysen av interaktionen i klassrummet visade att läraren i de båda studierna använde direkt återkoppling som gav eleverna möjlighet att jämföra och motivera sina resultat i en dialog med varandra och läraren, vilken anses vara en typ av återkoppling som är mycket effektfull för inlärningen. Studien visar att den muntliga formativa kamratbedömningsövningen i sin ursprungliga form är ett redskap som lärare kan använda och anpassa till sina praktiker för att skapa interaktioner i klassrummet som kan öka elevernas meningsskapande.

This paper studies how peer assessment is used as a strategy to improve young learners' results in Swedish as a school subject. Nine teachers are interviewed about their use of the method on 7-12-year-old pupils. Comparisons are made between the interviews and Swedish and international discussion on peer assessment. There are similarities between the practice of the teachers and what is said in the litterature about the method and its advantages and drawbacks. The teachers tend to emphasize the social aspects more, though. They also point to adjustments necessary to make the method function in groups of different kinds. Of feedback methods, they seem to prefer "Two stars and a wish" to others.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-07-01T12:12:19Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacao_mestrado_RozelmaSoaresDeFranca_CInUFPE2015(versao_final_distribuicao).pdf: 4955180 bytes, checksum: d4c08402b3329ed936063f31299a39ee (MD5) / Made available in DSpace on 2016-07-01T12:12:19Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacao_mestrado_RozelmaSoaresDeFranca_CInUFPE2015(versao_final_distribuicao).pdf: 4955180 bytes, checksum: d4c08402b3329ed936063f31299a39ee (MD5) Previous issue date: 2015-02-23 / CAPEs / Cada vez mais é necessário criar cenários de aprendizagem que oportunizem a promoção do pensamento computacional na educação básica, uma vez que tal habilidade pode promover a capacidade de resolução de problemas, além de apoiar e relacionar-se com outras ciências. Atrelado a isto, há a necessidade de engajar os aprendizes em atividades de reflexão durante sua formação em conceitos fundamentais da Computação. Sob a ótica da aprendizagem autorregulada, a reflexão, especificamente a autorreflexão, desempenha um papel primordial no processo de aprendizagem, permitindo que os estudantes avaliem o próprio conhecimento na tentativa de identificar as causas dos seus próprios erros e acertos acadêmicos. Os aprendizes podem realizar essas atividades de reflexão e avaliação da aprendizagem individualmente e em colaboração com seus pares. Neste cenário, um modelo colaborativo, intitulado penC, foi concebido para introduzir práticas de autorregulação no contexto do ensino e da aprendizagem do pensamento computacional no ensino médio. O penC foi construído a partir de um estudo exploratório e avaliado por professores, especialistas em áreas contempladas no modelo. Tal avaliação evidenciou fatores que possivelmente contribuem para a autorregulação e a aprendizagem do pensamento computacional, bem como aqueles que requerem melhorias. Ainda, trouxe implicações para o design de uma ferramenta que implementa o penC. A partir de tais resultados, o modelo foi refinado, implementado e avaliado, por meio de um quasi-experimento, durante um curso de desenvolvimento de jogos digitais que introduziu conceitos de lógica de programação em iniciantes na área. Os resultados obtidos com o estudo experimental evidenciam a contribuição da proposta na formação dos estudantes, tendo impacto positivo sobre a autorregulação e a aprendizagem do pensamento computacional repercutindo, ainda, na jogabilidade de games produzidos durante a formação dos participantes em conceitos introdutórios de programação. Adicionalmente, o professor avaliou positivamente a experiência com o uso do modelo proposto e relatou a percepção de resultados positivos sobre a formação de seus estudantes. / There is an increasing need to create learning environments that enable the promotion of computational thinking in basic education, once this ability can promote the skill of solving problems, besides supporting and relating to other sciences. Linked to this, there is the need to engage learners in reflection activities during their education on fundamental concepts of computer science. From the perspective of self-regulated learning, reflection - especially self-reflection - plays an essential role in the learning process, allowing students to assess their own knowledge as an attempt to identify the causes of their own mistakes and academic achievements. Learners can perform such activities of reflection and evaluation of learning individually and in collaboration with their peers. In this scenario, a collaborative model called penC is designed to introduce self-regulation practices in the context of teaching and learning of computational thinking in high school. The penC was built from an exploratory study and evaluated by teachers, experts in areas included in the model. Such evaluation highlighted factors that possibly contribute to the self-regulation and learning of computational thinking as well as those in need of improvement. It also brought consequences for the design of a tool that implements the penC. From these results, the model was refined, implemented and evaluated, through a quasi-experiment, during a course of development of digital games that introduced concepts of programming logic to beginners of this area. The results obtained with the experimental study demonstrate the contribution of the proposal on the education of students, generating positive impact on self-regulation and learning of computational thinking and also repercussions in playability of games produced during the education on introductory concepts of programming. Moreover, the teacher evaluated the experience with the use of the proposed model as positive and reported the perception of positive results on the education process of the students.

Studiens syfte är att undersöka högstadielärares idéer och tillämpning av formativ bedömning i ämnet idrott och hälsa, samt vilken typ av formativ bedömning lärarna anser hjälper eleverna bäst i deras lärande. Till studien hör följande frågeställningar: (1) Vilka idéer, värderingar och normer kännetecknar lärares uppfattning om formativ bedömning och dess tillämpning i undervisningen? (2) Vilken typ av formativ bedömning anser idrottslärare hjälper eleverna bäst i sitt lärande? (3) Vilka skillnader finns mellan idrottslärare i deras användning och konceptualisering av formativ bedömning? Studiens kvalitativa ansats har resulterat i semi-strukturerade intervjuer med sex verksamma lärare inom ämnet Idrott och hälsa (IH) i årskurs 7-9.  Kopplingen mellan ämnet IH och idrottsrörelsen befästs bland annat genom att lärarna beskriver hur de hämtat mycket av sin inspiration kring återkoppling från föreningslivet. Det är främst den direkta och muntliga formen av återkoppling (feedback) som används och anses ha stor effekt på elevernas lärande. Motiveringen handlar om att förmågorna inom IH oftast synliggörs på sekunder och det är där och då lärarna ska stötta eleverna framåtsyftande. Lärarna ser självbedömning och kamratbedömning som problematiskt. De relaterar främst till aspekter av tid, planering och elevernas förmåga att bedöma varandra. Studien synliggör även exempel på framgångsfaktorer för när den formativa bedömningen fungerar bäst.