The purpose of this study has been to explore how a class of year 8 students from a school in the middle region of Sweden experience peer assessment on written assignments in the Swedish subject as well as their feelings towards peer assessment and their opinion of how well it works as a tool for learning. To answer this question an observation of a peer assessment session concerning a debate article was conducted. This was followed up by a focus group interview with five students during which peer assessment was thoroughly discussed. The purpose of the observation was for the researcher to gain insight into how the class worked with peer assessment. It also served as a foundation for the interview. The study shows that the students see many benefits with peer assessment, mainly, they appreciate giving response. Receiving responce was often viewed as a difficulty, both as the receiver and giver as the students wanted to avoid hurting others. They also felt that they were unable to be completely honest to their peers and that were sometimes hard to rely on the feedback they got. The students asked for more exercises in peer assessment, mainly in the earlier years, in order to gain the positive effects described by the literature.

The purpose of this study is to examine what kind of formative assessments is used in the Geography education at middle-school in Sweden, and how the use of formative assessment differs between teachers. A further aimis to examine whether any problems canbe observed with formative assessment in Geography education. Following questions will try to be answered: What strategies informative assessment occurs in Geography educationin indoor schooling at Swedish schools? What problems/lacks can be observed based on the strategies used in formative assessment in Geography subject in indooreducation? How does the use of formative assessment differ between three Geography teachers? To answer these questions, nine lessons in Geography education were observed in total; three teachers held three lessons each which were observed. Earlier studies have showed that Geography education held outdoors was more motivational according to students. Earlier studies also concludethat students considered that Geography education held indoors had no purpose, and that students were passive during the lessons. Other studies have showed that lessons where formative assessment was used, increased the students' motivation and desire to learn. This study concludes that all strategies in formative assessment has been used by all three teachers. One conclusion is that when the goals of the lesson wasn't visible for the pupils, it affected the motivation of pupils. Another conclusion is that when the goals of the lesson wasn't visible, there was a connection to pupils not using self-regulated learning.

The present theoretical-empirical thesis deals with the comparison of three types of interpreting performance assessment: teacher assessment, evaluation by other students in the group (peer assessment) and self-assessment of the student interpreter. The theoretical part is a review of existing literature on general approaches to the different types of assessment, their importance in the acquisition of interpreting skills, recommended methods of interpreting performance assessment and their use in the training of consecutive interpreting. The empirical part of the thesis is a qualitative longitudinal study, involving students of the third and therefore the final year of the bachelor's degree programme in translation- interpreting (intercultural communication). The aim of the thesis is to identify the similarities and differences between different types of assessment and how the assessment developed over the period of the research. The study also examines how the self-assessment and peer evaluation of students studying interpreting only in the English-Czech combination differ from those of students who study interpreting of English in combination with another foreign language, and thus attend twice the number of practical interpretation seminars. KEY WORDS teacher assessment, peer assessment,...

The use of dispersed (virtual) teams is growing rapidly in the engineering profession. To help prepare students for work in this type of industry, university engineering courses are requiring students to work in teams. Industry leaders and university faculty are interested in improving and measuring the performance of these distributed teams. Surveys, interviews, and observations from the AerosPACE Partners for the Advancement of Collaborative Engineering (AerosPACE) capstone design course are examined to demonstrate how different collaboration tools can be used to best enhance a distributed design team's effectiveness. Collaboration tools to which distributed design teams should give extra consideration at different stages of the product development process are identified and presented in a model. Teams that follow this model will be more effective in their communication patterns. This study also consists of examining whether peer ratings can accurately predict team effectiveness (as defined by task and relational effectiveness) within a dispersed multidisciplinary, design team. The hypotheses predict that peer ratings will not be unidimensional over time, and will have a positive, significant relationship with team effectiveness. A longitudinal study was conducted on data gathered form the same capstone design course. Confirmatory factor analysis (CFA) was first used to test unidimensionality of peer ratings and structural equation modeling (SEM) was used to model the data and determine any predictive relationships. Model fit statistics are reported to confirm adequate fit for each model. Results showed that while peer ratings are unidimensional at individual time points, they don't behave equally over time and should be considered separately. The structural equation models yielded mixed results, with some parts of peer ratings significantly predicting relational effectiveness and with yet failing to predict task effectiveness. As such, by examining peer assessments, supervisors and faculty will be able to determine and predict relational effectiveness of teams working at different locations, but should use other methods to predict task effectiveness.

This study aimed to investigate the potentials of two cognitive tools for instructional planning (Instructional Planning Self-reflective Tool, IPSRT, and Constructivist Planning Self-reflective Tool, CPSRT) and microteaching in gaining instructional planning and teaching skills for preservice teachers. The participants were 51 fourth year students in Computer Education and Instructional Technology program. The study is an action research with three main foci. The first focus of this study aimed at investigating contributions and challenges involved in the use of the cognitive tools for instructional planning with tutoring from the instructor. More specifically, to what extent the preservice teachers followed these tools during this process, the effects of these tools on preservice teachers&rsquo / self-efficacy, the perceived instrumentality regarding instructional planning, and the perceived contributions and challenges presented by these tools were focused. Both tools were introduced to the two sections, in different orders within four weeks. The data for this focus were collected by means of questionnaires, interviews and documents (lesson plans). This focus revealed that / expect for writing objectives, the participants could make instructional plans according to the IPSRT. They could also follow the CPSRT to design the instructional goal, required characteristics of learning activities and the assessment. Both tools were found to significantly increase their initial self-efficacy beliefs. They found CPSRT more flexible, while IPSRT easier and more helpful. This focus indicated that IPSRT and CPSRT can be used as supportive tools in preservice teachers&rsquo / gaining instructional planning skills. If both tools were used, it would be better to introduce IPSRT at first and then CPSRT. The second focus of this study was to explore the contributions and challenges of microteaching activities regarding preservice teachers&rsquo / instructional planning and teaching skills. The microteaching activities took eight weeks. Throughout this phase, each student planned a 20-minute microteaching with tutoring from the instructor and performed it in the classroom. The performers were formatively evaluated through a microteaching assessment form by the instructor, the teaching assistants and some preservice teachers. Then the performers made a self-reflection assignment about their microteaching performance, considering those evaluations. In the following semester, 15 participants&rsquo / perceptions about the contributions and challenges posed by microteaching activities for their instructional planning and teaching skills were obtained through interviews. More specifically, their perceptions about the microteaching planning process with tutoring, performing microteaching, formatively assessing peers&rsquo / microteaching performances, being assessed by peers, and doing self-reflection assignment were analyzed. This focus revealed that although preservice teachers perceive microteaching activities as valuable experiences, microteaching would be more beneficial if the pupils were real ones, not their class-mates. The third focus was to investigate the effects of the cognitive tools and microteaching activities on preservice teachers&rsquo / lesson planning and teaching skills in their field teaching. For this aim, 12 participants&rsquo / field teaching lesson plans and their performance assessments were analyzed. It was found that many of them preferred using the Microteaching Planning Guide and they had no difficulty in their lesson planning. As to field teaching performance, the analyses of the assessment forms showed that a majority of them performed successfully. Besides, most of them were observed not to have anxiety during field teaching. This focus showed that these cognitive tools and microteaching activities could improve preservice teachers&rsquo / self-confidence in lesson planning and teaching skills in real class environment. Considering to meeting the need for better qualified teachers, this study promised that applying these cognitive tools and microteaching model in schools of teacher education is likely to contribute to the instructional planning and teaching skills of preservice computer teachers. This study also offers suggestive implications for how to improve teaching methods courses with the two cognitive tools and microteaching, as well.

The purpose of this study was to investigate formative assessment and formative feedbacks effects on students. One teacher describes through interviews her experiences of formative assessment and feedback. Also the students' perceptions are described. It is examined through observations, how different types of feedback is communicated by the teacher to the student and among students. This study wanted to highlight the effects formative assessment and formative feedback may have on their learning and motivation. This with particular interest in the Swedish lessons. I chose to concentrate on this following questions: What types of feedback communicates from teacher to student, and students among each other? How does one teacher describe her feedback and how it affects student motivation and learning process? What is the student’s thoughts on the feedback they give and receive from each other and how it affects their motivation and learning process? Formative assessment includes five strategies that shape the students to reach the goal in which three actors are involved. Those are the teacher, other students and the pupil. One of the five strategies is formative feedback, that can identify and provide the student information which helps the student to gain insight on how a task should be solved. Different types of feedback are identified by Hattie and Timperley and had the function as analyses tools in this study. The method of this study was qualitative, though I have done observations in one classroom of 26 students for five days and interviews with one teacher and 10 pupils in the school year 3 (9-10 year-olds). The result showed that the teacher used mostly process-oriented feedback and the pupils became to use it through time. The result also indicated that the students' learning process and motivation was affected to the extent that they were more independent, seeking feedback from peers and became more engaged in the lessons with time.

The Diploma Thesis named Case Study: Implementing Formative Assessment into Education focuses on formative assessment and its place as well as specifics in educational reality from two perspectives - it aims at first-hand experience of teachers and pupils, and it also examines the whole-school process of implementing this change into education. The thesis' goal is to identify formative assessment as means of functional feedback between teachers and pupils, and to offer personal experience with implementing formative assessment into education from the point of view of teachers as well as pupils. The theoretical part characterises the formative assessment's major features along with methods and techniques and their respective benefits. The theoretical part further offers an overlook of how the process of implementing changes into schools can be managed. The empirical part then presents findings from a research aimed at implementing specific parts of formative assessment into practice at a selected school. Finally, the results point out mainly the crucial influence of management of the change on the overall outcome of the process and the gradual change of views and motivations of leading actors. KEYWORDS formative assessment, feedback, peer assessment, self-assessment, criterion-referenced assessment,...

Syftet med denna studie är att ta reda på vad som skulle motivera studenter att använda sig av en gamifierad plattform för att ge varandra formativ feedback. Studien är utformad som en fallstudie där studiens utgångspunkt är studenternas behov av en möjlig gemensam plattform för att enklare kunna be varandra om hjälp i programmeringskurser. Men Studien och det efterföljande resultatet kan även appliceras på andra kurser. Användningen utav både kvalitativa och kvantitativa datainsamlingsmetoder har genomförts, detta i form utav intervjuer och enkäter samt en testning av en gamifierad plattform. Då det insamlade datat är av kvalitativ och kvantitativ art så användes även en blandning utav tematisk analys till det kvalitativa datat och en kvantitativ dataanalys för det resterande kvantitativa datat. Vi har även genomfört en utvärdering av en gamifierad plattform mot ett existerande ramverk. De genomförda litteraturstudierna är grunden för definitionerna av studiens centrala begrepp. Resultatet från denna studie bidrar med en berättigande till om en gamifierad plattform är något som studenterna skulle vilja se och använda. Baserat på studenternas inställning till en gamifierad plattform så har även en kravlista bearbetats fram. Något som framkom under denna studie är att studenterna inte motiveras utav en monetär belöning. Motiveringen kretsar istället kring möjligheten att verifiera kunskapen hos sig själv samt att ta vara på en möjlighet att visa vad man går för. / The purpose of this study is to find out what would motivate students to use a gamified platform to give each other formative feedback. The study is designed as a case study where the starting point of the study is the students' need for a possible common platform to facilitate each other's assistance in programming courses. But the study and subsequent results can also be applied to other courses. The use of both qualitative and quantitative data collection methods has been conducted, in the form of interviews and surveys as well as testing of a gamified platform. Since the collected data is of qualitative and quantitative nature, a mixture of thematic analysis to the qualitative data and a quantitative data analysis for the remaining quantitative data was also used. We have also evaluated a gamified platform against an existing framework. The literature studies are the basis for the definitions of the central concept of the study. The results of this study contribute to justifying whether a gamified platform is something that the students would like to see and use. Based on the students' attitude towards a gamified platform, a list of requirements has also been worked out. Something that has emerged from this study is that students are not motivated by a monetary reward. Instead, the motivation revolves around the ability to verify the knowledge for themselves and to take advantage of the opportunity to show off your skills.

Der anwendungsorientierte Masterstudiengang Konferenzdolmetschen hat die wesentliche Zielsetzung, Studierende auf eine professionelle Dolmetschtätigkeit vorzubereiten. Daher besteht ein überwiegender Anteil der Lehrveranstaltungen und des Selbststudiums darin, die Fähigkeiten zu trainieren, die für die Berufsausübung nötig sind. Um das Lernen zu lenken und den Lernfortschritt zu überwachen, erhalten die Studierenden wiederholt von verschiedenen Seiten Rückmeldungen zu ihrer erbrachten Leistung. Durch diese Bewertungen sollen Stärken und Schwächen aufgezeigt werden, um eine gezielte Weiterentwicklung der Dolmetschkompetenz zu unterstützen. Die zentrale Fragestellung der vorliegenden Arbeit besteht darin, wie diese Bewertungshandlungen in der Praxis ausgestaltet sein sollten, damit sie eine tatsächliche Unterstützung für den Lernprozess darstellen. Eine besondere Relevanz hat diese Fragestellung angesichts der Tatsache, dass nicht nur Dozierende sondern auch Studierende in großem Umfang Dolmetschleistungen bewerten müssen – im Präsenzstudium sowie im Selbststudium. Dabei sollen auch diejenigen studentischen Bewertungsvorgänge, die in Abwesenheit von Dozierenden erfolgen, dazu geeignet sein, die Weitergestaltung des Lernprozesses zielgerichtet zu unterstützen. Das Ziel der Arbeit liegt somit darin, für die Ausbildungspraxis konkrete Hinweise zusammenzutragen, wie Bewertungen von studentischen Dolmetschleistungen gestaltet werden können, um der Forderung nach einer Unterstützung des Lernprozesses gerecht zu werden. Der Fokus liegt dabei auf den verwendeten Bewertungskriterien, den möglichen Bewertungsperspektiven und dem Aspekt der Vermittlung der Bewertung. Bei der Präsentation der Ergebnisse werden bereits vorliegende schematische Darstellungen, die die Bewertungsvorgänge in der Praxis unterstützen können, durch weitere eigene Zusammenstellungen ergänzt.:Abbildungsverzeichnis 1 Einleitung 2 Lerntheorie und Didaktik 2.1 Der Begriff „Lernen“ 2.2 Förderung des Lernerfolgs 2.3 Selbstgesteuertes Lernen 2.4 Bewertung und Lernen 2.4.1 Definition von Feedback und Bewertung 2.4.2 Assessment for learning 2.4.3 Lernende als Feedback-Quelle: Peer assessment und Self-assessment 2.4.4 Eigenschaften unterstützender Bewertung 3 Dolmetschqualität und Dolmetschkompetenz 3.1 Dolmetschqualität – die Güte von Dolmetschprozess und -produkt 3.1.1 Begriffseingrenzung 3.1.2 Bewertende Personengruppen 3.1.3 Qualitätsparameter 3.2 Dolmetschkompetenz – Fähigkeiten von Dolmetschern 4 Didaktik des Konferenzdolmetschens 4.1 Grundlagen der Dolmetschdidaktik 4.2 Zielsetzung der Dolmetschausbildung 4.2.1 Anforderungen des Arbeitsmarkts 4.2.2 Zielsetzungen an Dolmetschausbildungsinstituten 4.2.3 Zielsetzungen in den Abteilungen am IALT 4.3 Lern- und Anforderungsprogression 4.4 Selbstgesteuertes Lernen im Master Konferenzdolmetschen 5 Formative Bewertungshandlungen im Dolmetschstudium 5.1 Aufbau und Ausgestaltung der Bewertung 5.1.1 Bestandteile des Bewertungsprozesses 5.1.2 Produkt- vs. prozessorientierte Bewertung 5.1.3 Weitere Aspekte der Bewertungsgestaltung 5.2 Möglichkeiten der Gewinnung von Bewertungskriterien für Dolmetschleistungen im Studium 5.2.1 Übernahme bestehender Bewertungskriterien 5.2.2 Zusammenstellung von Bewertungskriterien durch Studierende 5.3 Bewertung aus verschiedenen Perspektiven 5.3.1 Perspektive der bewertenden Person 5.3.2 Zeitliche Perspektive 5.4 Leitfaden zur Bewertungsgestaltung 6 Fazit Literaturverzeichnis Anhang: Gesprächsleitfaden zur Befragung von Dozierenden des IALT

Syftet med utvecklingsarbetet är att öka kunskapen om tidpunktens betydelse för kamratresponsens lärandeeffekter i samband med tekniklaborationer, samt undersöka vilka utmärkande mönster och responsformuleringar som är representativ för den undersökta elevgruppen. Grundskolelever i årskurs 7, nya till kamratrespons, har genomfört kamratrespons på ett grupparbete i ämnet teknik. För att utvärdera tidpunktens betydelse har hälften av eleverna genomfört kamratresponsen under grupparbetet, med möjlighet att dra nytta av återkopplingen under utvecklingen av arbetet. Den andra hälften genomförde kamratresponsen efter avslutat grupparbete, utan möjlighet att revidera sitt arbete. Utvärderingen har baserats på elevernas syn på kamratrespons och dess lärandeeffekter. För detta ändamål har en kvantitativ metod baserad på enkäter använts, i kombination med textanalys och klassrumsobservationer. Resultatet från analysen visar på att tidpunkten för kamratrespons har betydelse. Flertalet av eleverna, 70%, föredrog att genomföra kamratresponsen under grupparbetet. En klar majoritet av eleverna identifierade värdefull återkoppling, vilken de önskade dra lärdom av och nyttja i sin vidareutveckling av sitt grupparbete. Kamratresponsen från denna studie, baserad på ett öppet kollaborativt grupparbete i teknik, hade effekten att den i några fall kunde korrigera felaktiga hypoteser på elevernas arbeten. / The purpose of this thesis has been to increase the knowledge of the timing impact of peer-assessment in relation to effective learning, and in addition analyse the themes and responses from the assessed students. Compulsory school students in grade 7, new to peer-assessment, have conducted peer-assessment on a group work in technology. To evaluate the timing impact half of the students have conducted the peer-assessment during the group work, with the opportunity to take advantage of the feedback during the development of their work. The other half conducted the peer-assessment after the completion of the group work, without the possibility to alter their work. The evaluation has been based on the students’ view. For this purpose, a quantitative method based on surveys, in combination with text analysis and classroom observations have been utilized. The result from the analysis shows that the timing for the peer-assessment does matter. The majority of the students, 70%, desired to utilise the peer-assessment during the group work. Most of the students identified valuable feedback and preferred to utilize the learning in their further development of the work. The peer-assessment in this study, based on an open collaborative group work in technology, detected instances of feedback with the power of correcting erroneous hypothesis of the students’ work.