Syftet med denna uppsats är att illustrera och skapa en viss förståelse för hur lärare tolkar ett kunskapskrav och hur det kan skilja sig åt lärare emellan. Jag kommer också göra en tolkning av anledningarna till att det kan skilja sig åt. Jag har valt att skriva om detta ämne för det är ett svårt ämne - bedömningsarbetet är komplext för många lärare och det är också ofta debatterat och diskuterat i media och på min arbetsplats. Hur ska lärarna tolka kunskapskraven?För att illustrera detta kommer arbetet att baseras på följande frågor: 1. Hur tolkar lärarna Kunskapskraven för betyg A och E för genomförandet av projektarbete i kursen Företagsekonomi? 2. På vilka sätt skiljer sig tolkningarna och varför?Den litteratur jag valt att studera är delvis litteratur från tidigare studier vid Malmö universitet i Val avseende bedömning och betyg, och dels litteratur refererad till i uppsatser, forskningsavhandlingar och artiklar om bedömning. Dessutom har jag studerat olika regler och instruktioner från Skolverket. Som teoretisk utgångspunkt har jag valt teorier om hur man kan validera bedömningar av Anders Jönsson. Insamlingen av primära data har varit genom intervjuer. Jag har gjort fyra intervjuer med företagsekonomi lärare, och utifrån dessa försökt göra en analys av deras tolkningar av kunskapskravet.Slutsatsen är att lärare inte använder kunskapskraven bokstavligen. De väljer att fokusera mer på vissa värdeord än andra. Först och främst är det fokus på värdeord som tydligt skiljer studenter från varandra. Anledningen är sannolikt att det då är lätt att motivera betyget och för att det gör utvärderingsarbetet lättare. Hur pedagogerna lägger upp arbetet från början har också betydelse för bedömningen. Samt vilken erfarenhet pedagogerna har med sig. / The​ ​purpose​ ​of​ ​this​ ​paper​ ​is​ ​to​ ​illustrate​ ​and​ ​create​ ​a​ ​certain​ ​understanding​ ​of​ ​how teachers​ ​interpret​ ​the​ ​knowledge​ ​requirements,​ ​in​ ​swedish​ ​“kunskapskrav”​ ​and​ ​the ways​ ​in​ ​which​ ​they​ ​may​ ​differ.​ ​I​ ​will​ ​also​ ​make​ ​a​ ​careful​ ​interpretation​ ​of​ ​the​ ​reasons behind.​ ​The​ ​knowledge​ ​requirements​ ​I​ ​have​ ​studied​ ​refers​ ​to​ ​the​ ​course​ ​Business Economics​ ​at​ ​upper​ ​secondary​ ​school.​ ​I​ ​have​ ​chosen​ ​to​ ​write​ ​about​ ​this​ ​topic because​ ​it​ ​is​ ​a​ ​difficult​ ​topic​ ​-​ ​the​ ​assessment​ ​work​ ​is​ ​complex​ ​for​ ​many​ ​teachers and​ ​it​ ​is​ ​also​ ​often​ ​debated​ ​and​ ​discussed​ ​in​ ​media​ ​and​ ​at​ ​me​ ​workplace.​ ​How should​ ​teachers​ ​interpret​ ​the​ ​knowledge​ ​requirements?To​ ​illustrate​ ​this,​ ​the​ ​work​ ​will​ ​be​ ​based​ ​on​ ​the​ ​following​ ​questions:​ ​1.​ ​How​ ​do teachers​ ​interpret​ ​the​ ​knowledge​ ​requirements​ ​for​ ​grades​ ​A​ ​and​ ​E​ ​for​ ​the implementation​ ​of​ ​project​ ​work​ ​in​ ​the​ ​course​ ​Business​ ​Economics?​ ​​ ​2.​ ​In​ ​what​ ​ways do​ ​the​ ​interpretations​ ​differ​ ​and​ ​why?The​ ​literature​ ​I​ ​have​ ​chosen​ ​to​ ​study​ ​is​ ​partly​ ​literature​ ​from​ ​previous​ ​studies​ ​at​ ​the Malmö​ ​University​ ​in​ ​Val​ ​regarding​ ​assessment​ ​and​ ​grade,​ ​and​ ​literature​ ​referenced in​ ​essays,​ ​research​ ​dissertations​ ​and​ ​articles​ ​on​ ​assessment.​ ​In​ ​addition,​ ​I​ ​have studied​ ​various​ ​regulations​ ​and​ ​instructions​ ​from​ ​the​ ​Swedish​ ​National​ ​Agency​ ​for Education.​ ​As​ ​a​ ​theoretical​ ​point​ ​of​ ​departure,​ ​I​ ​have​ ​chosen​ ​the​ ​theories​ ​about​ ​how to​ ​validate​ ​assessments​ ​of​ ​Anders​ ​Jönsson.The​ ​collection​ ​of​ ​primary​ ​data​ ​has​ ​been​ ​through​ ​interviews.​ ​I​ ​have​ ​done​ ​four interviews​ ​with​ ​Business​ ​Economics​ ​teachers,​ ​and​ ​from​ ​these​ ​have​ ​tried​ ​to​ ​make​ ​an analysis​ ​of​ ​their​ ​interpretations​ ​of​ ​the​ ​knowledge​ ​requirement.The​ ​conclusion​ ​is​ ​that​ ​teachers​ ​do​ ​not​ ​use​ ​the​ ​knowledge​ ​requirements​ ​literally. They​ ​choose​ ​to​ ​focus​ ​more​ ​on​ ​certain​ ​value​ ​words​ ​than​ ​others​ ​in​ ​the​ ​knowledge requirements.​ ​First​ ​and​ ​foremost,​ ​focus​ ​is​ ​on​ ​the​ ​value​ ​words​ ​that​ ​clearly​ ​distinguish students​ ​from​ ​each​ ​other.​ ​The​ ​reason​ ​is​ ​probably​ ​partly​ ​because​ ​it​ ​is​ ​easy​ ​to motivate​ ​the​ ​grade​ ​then​ ​and​ ​partly​ ​that​ ​it​ ​makes​ ​the​ ​assessment​ ​work​ ​easier.​ ​How the​ ​educators​ ​put​ ​up​ ​the​ ​work​ ​from​ ​the​ ​beginning​ ​also​ ​has​ ​an​ ​impact​ ​on​ ​the assessment.​ ​As​ ​well​ ​as​ ​what​ ​experience​ ​the​ ​educators​ ​possess.

O carcinoma epidermoide de lábio (CEL), que é causado pela exposição crônica e excessiva à radiação ultravioleta do sol, é precedido por uma desordem potencialmente maligna, a queilite actínica (QA). No entanto, ainda não é possível determinar quais casos de QA evoluirão para CEL. O método mais utilizado por patologistas para prever o prognóstico de desordens potencialmente malignas é a graduação histológica das displasias epiteliais. Entretanto, o sistema é subjetivo e ineficiente quanto ao seu valor preditivo. Acredita-se que o epitélio adjacente ao CEL tenha alterações genéticas semelhantes ao corpo da neoplasia. O objetivo deste estudo foi graduar as displasias epiteliais na margem do CEL e verificar a presença de proteína p53 mutada nessas áreas. Foram utilizados 40 casos de CEL com epitélio adjacente, no qual a displasia epitelial foi classificada pelo sistema proposto pela Organização Mundial da Saúde (OMS) e pelo sistema binário. Os casos foram, ainda, submetidos a reações de imuno-histoquímica com anticorpo anti-proteína p53 mutada. Entre os 40 casos estudados, 15 apresentaram displasia epitelial discreta, 18 moderada e 7 intensa. Pelo sistema binário, 36 casos foram classificados como de baixo risco e 4 como de alto risco. A marcação imuno-histoquímica para a proteína p53 mutada foi encontrada no epitélio adjacente de 32 casos (80%) dessa amostra. Considerando-se as duas graduações estudadas, a marcação foi detectada em 11/15 casos de displasia discreta, 16/18 de moderada e 5/7 de intensa pelo sistema da OMS e em 29/36 casos de baixo risco e 3/4 casos de alto risco. Concluiu-se, assim, que o epitélio adjacente ao CEL, mesmo exibindo poucas alterações morfológicas pode ter um comprometimento genético importante em genes que comandam a estabilidade genômica. / The lip squamous cell carcinoma (LSCC), which is caused by chronic and excessive exposure to solar ultraviolet radiation, is preceded by a potentially malignant disorder, the actinic cheilitis (AC). However, it is not possible to determine which AC cases will progress to LSCC. The method used by pathologists to predict the prognosis of potentially malignant disorders is the histologic grading of epithelial dysplasia. Nevertheless, this system is subjective and inefficient as to its predictive value. It is considered that the epithelium adjacent to LSCC has genetic alterations similar to the main tumor. The aim of this study was to grade the epithelial dysplasia on the LSCC border and also to verify the presence of mutated p53 protein in these areas. Forty LSCC cases with adjacent epithelium were retrieved from our files. The epithelial dysplasia was classified by the system proposed by the World Health Organization (WHO) as well as the binary system. Three m sections were submitted to the antibody against mutated p53 protein by means of immunohistochemistry. Among the 40 cases studied, 15 were classified as mild dysplasia, 18 moderate and 7 severe. When the binary system was considered, 36 cases were classified as low risk and four as high risk. Immunostaining revealed the presence of mutated p53 protein in the adjacent epithelium of 32 cases (80%). Analyzing the two grading systems separately, the staining was detected in 11/15 cases of mild dysplasia, 16/18 of moderate and 5/7 of intense; 29/36 of low-risk cases and 3/4 cases high-risk. In conclusion, even if it shows few morphological changes, the epithelium adjacent to LSCC may have a genetic involvement in important genes that control genomic stability.

O carcinoma epidermoide de lábio (CEL), que é causado pela exposição crônica e excessiva à radiação ultravioleta do sol, é precedido por uma desordem potencialmente maligna, a queilite actínica (QA). No entanto, ainda não é possível determinar quais casos de QA evoluirão para CEL. O método mais utilizado por patologistas para prever o prognóstico de desordens potencialmente malignas é a graduação histológica das displasias epiteliais. Entretanto, o sistema é subjetivo e ineficiente quanto ao seu valor preditivo. Acredita-se que o epitélio adjacente ao CEL tenha alterações genéticas semelhantes ao corpo da neoplasia. O objetivo deste estudo foi graduar as displasias epiteliais na margem do CEL e verificar a presença de proteína p53 mutada nessas áreas. Foram utilizados 40 casos de CEL com epitélio adjacente, no qual a displasia epitelial foi classificada pelo sistema proposto pela Organização Mundial da Saúde (OMS) e pelo sistema binário. Os casos foram, ainda, submetidos a reações de imuno-histoquímica com anticorpo anti-proteína p53 mutada. Entre os 40 casos estudados, 15 apresentaram displasia epitelial discreta, 18 moderada e 7 intensa. Pelo sistema binário, 36 casos foram classificados como de baixo risco e 4 como de alto risco. A marcação imuno-histoquímica para a proteína p53 mutada foi encontrada no epitélio adjacente de 32 casos (80%) dessa amostra. Considerando-se as duas graduações estudadas, a marcação foi detectada em 11/15 casos de displasia discreta, 16/18 de moderada e 5/7 de intensa pelo sistema da OMS e em 29/36 casos de baixo risco e 3/4 casos de alto risco. Concluiu-se, assim, que o epitélio adjacente ao CEL, mesmo exibindo poucas alterações morfológicas pode ter um comprometimento genético importante em genes que comandam a estabilidade genômica. / The lip squamous cell carcinoma (LSCC), which is caused by chronic and excessive exposure to solar ultraviolet radiation, is preceded by a potentially malignant disorder, the actinic cheilitis (AC). However, it is not possible to determine which AC cases will progress to LSCC. The method used by pathologists to predict the prognosis of potentially malignant disorders is the histologic grading of epithelial dysplasia. Nevertheless, this system is subjective and inefficient as to its predictive value. It is considered that the epithelium adjacent to LSCC has genetic alterations similar to the main tumor. The aim of this study was to grade the epithelial dysplasia on the LSCC border and also to verify the presence of mutated p53 protein in these areas. Forty LSCC cases with adjacent epithelium were retrieved from our files. The epithelial dysplasia was classified by the system proposed by the World Health Organization (WHO) as well as the binary system. Three m sections were submitted to the antibody against mutated p53 protein by means of immunohistochemistry. Among the 40 cases studied, 15 were classified as mild dysplasia, 18 moderate and 7 severe. When the binary system was considered, 36 cases were classified as low risk and four as high risk. Immunostaining revealed the presence of mutated p53 protein in the adjacent epithelium of 32 cases (80%). Analyzing the two grading systems separately, the staining was detected in 11/15 cases of mild dysplasia, 16/18 of moderate and 5/7 of intense; 29/36 of low-risk cases and 3/4 cases high-risk. In conclusion, even if it shows few morphological changes, the epithelium adjacent to LSCC may have a genetic involvement in important genes that control genomic stability.

Aim Develop an IT artifact that provides formative feedback for students based on their programming assignments. Background One of the best methods to learn programming is by practice. Providing feedback to students is an important and a valuable factor for improving learning, which plays a vital part in the student’s possibility to enhance and improve its solutions. Software development courses have several assignments and each course instructs about 100 students. To assess and provide feedback for all the students and each assignment demands considerable resources. In a survey conducted by TCO (2013) half of the respondents’ state that feedback is rarely or never given in reasonable time. Method Action Design Research (ADR) was used to intervene an organizational problem in parallel with building and evaluating an IT artifact. Conclusion The results from the study were four generated design principles and a proposed solution on how to use existing static code analysis tools for provide formative feedback to students.