This essay is based on a survey study of teachers in upper secondary school in Skåne,Sweden. The questions the teachers have answered have pertained to how they assess theirstudents with regards to the abilities they are supposed to develop, how these assessmentscorrelate with the relevant documents from Skolverket, and how the continuous growth of AI,and students getting access to these AI:programs, have impacted how teachers assess theirstudents. Our findings indicate that teachers rely heavily on written exams, and do not allowtheir students the varied forms of assessment that Skolverket demands that teachers shouldoffer the students. We discuss possible effects of this, how this relates to theories of reliabilityand validity, and what the future might look like for teachers moving forward with the risingusage of AI in school.

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Skolans uppdrag är att säkerhetsställa att alla elever har samma möjligheter att tillgodogöra sig kunskap och därmed utvecklas. Alla elever lär sig på olika vis och har också behov av att visa sina kunskaper på olika sätt. Ur ett specialpedagogiskt perspektiv blir vår roll som speciallärare att arbeta för en tillgänglig lärmiljö, där vi också ser till att elever som är i särskilda utbildningsbehov i matematik får rätt förutsättningar att visa sina kunskaper. För att kunna genomföra ovanstående behövs kunskap om bedömningsformer utifrån ett elevperspektiv. Syftet med studien är därför att bidra med kunskap om elevers uppfattningar av skriftliga summativa bedömningssituationer, i synnerhet elever i särskilda utbildningsbehov i matematik, SUM, och hur bedömningssituationen påverkar deras möjligheter att visa sina kunskaper. Utifrån studiens syfte och frågeställningar genomfördes ett antal kvalitativa djupintervjuer som analyserades med hjälp av fenomenografin. Studiens empiri visar att elever generellt uppfattar summativa bedömningssituationer som stressande. Den visar också att vissa elever uppfattar att de får möjlighet att visa vad de kan. Elever i SUM däremot uppfattar situationen starkare, där stressen tar sig i uttryck i en negativ påverkan av arbetsminnet samt ger fysiska symptom såsom magont, illamående och huvudvärk. Slutsatsen som kan dras utifrån empirin är att elever i SUM påverkas i högre grad av summativa bedömningssituationer, vilket i sin tur leder till att de inte får rätt förutsättningar att visa sina kunskaper. Här blir vårt uppdrag som speciallärare att agera kvalificerad samtalspartner och rådgivare för att föra elevernas talan och se till att de får rätt förutsättningar att lyckas i skolan. / The mission of the school system is to ensure equal opportunities for all students to acquire knowledge and thereby develop. All students learn using different strategies and therefore have the need to demonstrate their knowledge in various ways. From a special education perspective, our role as special educators is to work towards an accessible learning environment, where we ensure that students with special educational needs in mathematics are provided with the right conditions to demonstrate their knowledge. To achieve this, knowledge of assessment methods from a student perspective is needed. The purpose of this study is to highlight students' perceptions, especially students with special educational needs in mathematics (SUM), and how summative assessment methods affect their opportunities to demonstrate knowledge. The study can contribute knowledge of opportunities and barriers based on the chosen assessment method. Based on the purpose of the study and the research questions, a number of qualitative in-depth interviews were conducted and analyzed using phenomenography. The study's empirical data shows that students generally perceive summative assessment situations as stressful. It also shows that some students perceive that they have an opportunity to show their knowledge. However, SUM students perceive the situation more deeply, with stress having a negative impact on working memory and causing physical symptoms such as stomachaches, nausea, and headaches. The conclusion drawn from the empirical data is that SUM students are more affected by summative assessment situations, which in turn means that they do not have the right conditions to demonstrate their knowledge. In this context, our role as special educators is to act as qualified conversation partners and advisors to advocate for students and ensure that they have the right conditions to succeed in school.

The study investigated 6 Soweto primary school teachers’ ability to analyse and give feedback on the errors of English First Additional Language learners. Drawing on literature on assessment for learning and feedback, as well as on error analysis of English second language learning, I developed a conceptual framework that enabled me to classify learner errors and teachers feedback strategies. I used a qualitative approach to investigate assessment abilities. Firstly, the teachers marked a written assessment task, identified errors, evaluated learner performance and gave feedback based on identified errors. Secondly, the teachers were interviewed on why learners made those errors and what feedback strategies they suggested for remediating the errors. The findings indicated that the teachers: i) were generally capable of identifying the errors, ii) struggled to correct the identified errors, iii) were still working in a summative mind-set, and iv) were insecure about their abilities to deal with English First Additional Language errors. Therefore, assessment for learning has a long way to go for the township primary school teachers.

Formative assessment lies not in enhancing what is, but in advancing toward what will be. Little research has been conducted on formative assessment practices, nor collegial practices in an EFL context. The purpose of the current study is to determine what formative assessment practices are in place in two upper-secondary schools and the impact that collegial learning plays in the adoption of these practices. This qualitative research design comprises four teachers and ten pupils using the focus group interview method. The findings reveal that there are several disparities in the two schools with regards to the adoption of formative practices, with one adhering to summative procedures. Furthermore, one of the more significant findings emerging from this study is that there seems to be a relation between collegial learning and common assessment practices. This finding has pedagogical implications which could be usefully explored in further research. Finally, this study also highlights that formative assessment practices can be implemented successfully without any resistance or reluctance from the learners.

L’évaluation scolaire est une étape indispensable à tout cycle d’apprentissage tant dans sa finalité sociale que dans sa perspective pédagogique qui vise à optimiser l’apprentissage des élèves. L’enseignant est amené à réfléchir quotidiennement aux différents types d’évaluation qu’il va mettre en place, à leurs fonctions, aux critères pertinents d’évaluation à utiliser au regard de ses attentes et des apprentissages réalisés. La recherche présentée ici a pour objectif d’étudier l’activité évaluative des enseignants en EPS dans le secondaire et les répercussions qu’elle peut avoir sur les élèves. En premier lieu, à partir de questionnaires diffusés auprès de 179 enseignants, nous avons pu faire émerger les points forts et les faiblesses de l’évaluation actuelle telle qu’elle est proposée en éducation physique et sportive (EPS) actuellement. Les résultats révèlent notamment qu’il existe d’une part des pratiques évaluatives disparates chez les enseignants et, d’autre part, que ceux-ci tendent à réinterpréter les modalités d’évaluation formative davantage comme une évaluation sommative intermédiaire souvent notée. En second lieu, au cours d’une expérimentation de terrain se déroulant au sein d’une activité collective en EPS (basketball), nous nous sommes intéressés aux conduites motrices et verbales des élèves dans le but de mesurer les effets de différents types d’évaluation sur leurs apprentissages et leurs conduites décisionnelles. La nécessaire adaptation à autrui, que requiert l’activité collective proposée, nous a incités aussi à prendre en compte les relations socio-affectives qui structurent les sous-groupes d’élèves car ceux-ci interagissent, s’opposent, coopèrent avec des camarades qu’ils ne choisissent pas et dans des situations évaluatives parfois à enjeu conséquent. L’analyse des conduites des élèves dévoile l’impact positif de l’évaluation formative sur l’apprentissage et son rôle important dans la préparation des élèves à l’évaluation sommative et ce, quelle que soit la forme de regroupement des élèves du point de vue socio-affectif. La recherche entreprise augure au plan scientifique des difficultés rencontrées par les praticiens dans les évaluations qu’ils proposent. De plus, elle ouvre la voie au plan pédagogique à une réflexion sur les choix des modalités d’évaluation et des regroupements d’élèves en EPS. / School assessment is an essential step in learning through its social purpose and its educational approach in order to maximize student’s learning. Teachers reflect daily on different types of assessment, their functions, criteria of assessment to be used in relation to expectations and learning. This study aims to investigate teachers' evaluative activity in high school and the impact it can have on students in physical education. The strengths and weaknesses of the current assessment emerged in the results of a survey. The results show that there are such disparate evaluation practices among teachers and, secondly, that they tend to reinterpret the formative assessment more as an intermediate summative assessment. Then, in an in vivo experiment that takes place in a collective activity in physical education (basketball), we are interested in students' motor and verbal behavior. The purpose of this experiment is to measure effects of different types of assessment on their learning and decisions. Moreover, the collective activity that has been proposed requires adaptation to others: this prompted us to take into account the socio-emotional relationships that structure the students' subgroups. Indeed they interact, are opposed, cooperate with peers who are not chosen, in evaluative situations. The analysis of students’ behavior shows the positive impact of formative assessment on learning and its role in preparing students for the summative evaluation, whatever the form of grouping students in a socio-emotional perspective. This research augurs at scientific level difficulties experienced by practitioners in assessments. In addition, it opens the way to a pedagogical reflection on the choice of assessment methods and student groupings in EPS.

The aim of this study was to analyze the assessment of the primary school, from the teacher’s perspective. There has been an ongoing discussion regarding assessment and about the purposes of assessment for a long time. But there is a paucity of research on what teachers believe about. This study examined primary teachers’ beliefs on major purposes of assessment. Assessment is the process of gathering and interpreting information about students’ learning. The main purpose of assessment is to stimulate and encourage students' cognitive and social development. There are several types of assessment but the most relevant for this study is: assessment of learning (summative assessment) and assessment for learning (formative assessment). Assessment of learning looks at a student’s performance or presentation on a specific task or at the end of a part of teaching and learning. Assessment for learning should be used as a regular part of teaching and learning. The information teachers’ gain from assessment activities should be used to shape the teachers future teaching and that assessment for learning should be an essential and integrated part of the teaching and learning process. The main intention with assessment is to allow for students to demonstrate what they know and can do. It is also important that students are involved in the assessment process This study is based on interviews and qualitative research studies. I interviewed four teachers from two different schools.

Denna forskning handlar ett system som jag och min kollega Pierre Brockmanns skapade för att kunna visa för eleven hur han/hon ligget till i sina kurser som praktiseras ute i arbetslivet. Efter en inspektion från Skolverket uppdagades det att tydligheten på det gamla systemet inte var tillfredsställande. I studien har jag använt mig av kvalitativ studie för att få veta vad elever, handledare och yrkeslärare upplever att det fungerar. Tack vare djupintervjuerna fram kom förbättrings förslag vilket har lätt till att APU/APL- uppföljningssystemet har kunnat vidareutvecklas, och bli ännu tydligare. Även dokumentationen inne på skolan har utvecklats, för att tydliggöra för eleven ”vart den är på väg”. För handledarna har systemet betytt mer förståelse för att det är skola som eleven gör ute på sin praktik, och att medvetenhet om vad som skall läras på praktiken har gjorts tydligare. Yrkeslärarna känner sig mer professionella och att de har ett meningsfullt uppdrag när de är på APU/APL besök. De önskar också att mer tid för utveckling och för att få sätta sig in i och skapa bättre matriser hade schemalagts. / This research is a system that I and my colleague Pierre Brockmann created to show the student how the Ligget in their courses as practiced in working life. After an inspection by the National Agency revealed that the clarity of the old system was not satisfactory. In the study I have used the study to find out what students, tutors and trainers feel that it works. Thanks depth interviews came suggestion for improvement which have been easy to APU/APL- monitoring system has been further developed, and become even clearer. Although the documentation inside the school has developed, to make it clear to the student "where it is heading”. For supervisors, the system has meant more understanding because it's school that the student does outside of his practice, and that awareness of what is learned in practice have been clarified. Vocational Teachers feel more professional and have a meaningful mission when they are on the APU / APL visit. They also want more time for development and to get acquainted with and create better matrices had been scheduled.

Denna studie undersöker bedömning och strategier i bildundervisningen. Forskningsfrågorna syftar till att synliggöra vad verksamma bildlärare bedömer i elevernas arbeten, vilka bedömningsstrategier de använder sig av samt vilka utmaningar som kan urskiljas vid bedömningsarbete och betygssättning. Studiens empiri består av kvalitativa semistrukturerade intervjuer med sju bildlärare där materialet har bearbetats och analyserats utifrån en innehållsanalys och med studiens två teorier, läroplansteorin samt ramfaktorteorin, som utgångspunkt. Resultatet visar att det som lärarna bedömer är arbetsprocessen och slutresultatet, planering och självständighet samt närvaro under lektionstid. De bedömningsstrategier lärarna använder i formativ- och summativ bedömning är: observationer och frågor, sortering i betygsnivåer, färgkodning, matriser, digitala portföljer och kollegial sambedömning. Slutligen visar studien de utmaningar som förekommer vid bedömningsarbete och betygsättning, som främst handlar om olika ramfaktorer. Dessa är tillgången till bildsal och material, digitala verktyg, elevantal, tidsaspekt, kursplanens formulering samt avvägning vid bedömning.

The purpose of this study was to determine whether there was a relationship between formative assessment and student engagement at Walters State Community College. Additionally, a secondary purpose examined differences in the in the dimensions of student engagement dimensions (skills engagement, emotional engagement, participation or interaction, performance) based on gender, school classification (freshman, sophomore), and age. Two hundred thirty-nine Walters State Community College students taught with face-to-face pedagogy comprised the population for the study. The survey instruments included a 15-item formative assessment survey selected from the Walters State Community College Student Opinion of Teaching and Course (WSCCSOTC) and the Student Course Engagement Questionnaire (SCEQ) developed by Handelsman, Briggs, Sullivan, and Towler (2005) to ascertain measures of student course engagement. The primary finding of the study was that formative assessment had a positive relationship on student engagement at Walters State Community College. The study also offered some evidence that certain teaching strategies proposed in the literature could contribute to formative assessment and increase student engagement. In the context of student engagement dimensions, there were significant differences between female study skills engagement and male performance engagements results. The results for freshman and sophomore students on the student engagement dimensions yielded no significant difference. Interestingly, 24 year old students consistently had higher or equally as high scores on all of the student engagement dimensions.