This essay approaches the different kinds of feedback that teachers in Spanish give to their secondary level students in Sweden. The purpose of the study is to investigate how feedback is perceived by students and how students would like feedback to be. Classical studies about assessment divide feedback into two categories: formative feedback and summative feedback. Our study intends, on the one hand, to analyze if students perceive receiving one of these kinds of feedback more than the other. On the other hand, the study intends to find out if students prefer summative or formative feedback. Furthermore, we aim to analyze if there is a link between the students´ perceptions and preferences and their level of proficiency in the Spanish language. The study was carried out with 190 students from Småland (Sweden) that were studying Spanish as a foreign language at school. We used questionnaires in order to gather information about the feedback they get in their Spanish lessons and the feedback they personally prefer. The results of the study show that students do perceive receiving more summative feedback than formative feeback. The students who perceive a higher reception of formative feedback are those who have a higher proficiency in Spanish, and this fact was proved to be statistically significant. The results of the study show as well that students like to get formative feedback as much as summative feedback. Nevertheless, the higher achivers do prefer getting formative feedback in a higher grade than the lower achievers, even though this could not be proved as statistically significant.

The aim of this study is to examine the complexity of teachers’ assessment practice. It is divided into a two part-studies. The first part aims to determine what type of knowledge is tested in teachers’ written tests, and how they relate to the curriculum. To answer this we analyzed two tests from four different teachers. The second part aims to find out how different factors influence the teacher’s in his or hers test construction. To answer this we interviewed the four teachers who provided the test. Together, the two parts helps us to understand how tests work, as well as why they are constructed the way they are. The study uses two different theories as analytical tools. The first part of the study uses Bloom’s revised taxonomy to determine different types of knowledge. The theory is also used to determine the knowledge of the curriculum. The second theory, which relates to the second part of the study, is a frame factor theory, to define different internal and external factors that influence in a teacher’s work. Methods used in the study are text analysis for the teachers’ tests and the curriculum, and interviews for the frame factors. The results of the first part shows a discrepancy between the knowledge tested in the tests and the knowledge expressed in the curriculum. Most notable was the lack of questions requiring evaluating skills in the tests, while the curriculum mentions it 4 times out of 9 different requirements. The results of the second part showed that a number of factors influence teachers in their test construction. The main factor influencing teachers in the test construction, mentioned by all teachers, were lack of ‘social moderation’, i.e. working within assessment as a group and being able to discuss and reflect with colleagues. Other factors mentioned were time and organization, which were partly mentioned along with the responsibility or involvement of the head teacher.

This study investigated teacher supervision methods in the Commonwealth of Virginia in the absence of state mandated requirements. The literature supports the use of formative and summative feedback, multiple data sources and methods, collaboration between teacher and supervisor, professional growth goals linked to school improvement, and measures of student learning.A web-based questionnaire was used to survey 229 public elementary school teachers across Virginia regarding which teacher supervision methods are used, teacher perception toward those methods, and whether teacher perceptions vary with the method, supervisor's leadership style, or teacher characteristics. The data suggest that a majority of school division supervision programs in Virginia used formative and summative methods with an emphasis on formative, and multiple data sources that measures of student learning and standardized test scores. A majority of supervision programs also emphasize collaboration between supervisor and teacher, and individual professional growth goals. Weak to moderate correlations and significant differences were found between measures of the dependent variable, teacher perceptions of supervision, and measures of the independent variable, method of supervision and aspects of the supervisor's leadership style.

Increased state and federal accountability measures have made the assessment of student performance one of the most critical responsibilities of classroom teachers; yet, inadequate opportunities for preservice and inservice training leave many teachers feeling ill-prepared for this task. Adding to the complexity of building teachers’ assessment literacy is the relationship between assessment beliefs and classroom assessment practices. This quantitative study utilizes a validated, online survey to examine how elementary teachers’ (n = 79) define their assessment beliefs (conceptions) and how these beliefs influence which assessment practices are valued within the classroom. Findings suggest that despite teachers’ limited exposure to assessment training, four distinct assessment beliefs exist within the elementary classroom: assessment for school accountability, assessment for student certification, assessment for improvement of teaching and learning, and assessment as irrelevant. Assessment for the improvement of teaching and learning yielded the highest composite mean and was negatively correlated with the irrelevance belief and positively related to school accountability. An analysis of the importance of assessment practices revealed authentic assessments, short answers, teacher-made assessments, and performance assessments as the most valued, while publisher assessments and major exams had the lowest means. Significant relationships were identified between demographics and beliefs and practices, with the most practical findings related to exposure to assessment training and level of degree attainment. Significant relationships were also noted between all beliefs and the value of specific assessment practices, with the exception of the irrelevance belief. No significant relationships were noted between the irrelevant belief and value of assessment practices; however, many negative correlations were documented. Results are discussed in light of other research, indicating that a greater understanding of assessment beliefs and importance of practices can contribute to the development of relevant professional development aimed at the improvement of teachers’ assessment pedagogies and practices can contribute to greater educational success.

In this thesis, I argue for a move from the preoccupation with the obvious (crude and quantifiable impacts), towards critically examining the subtle (less than obvious impacts), which will allow us to deal with adversities (the likes of HIV and AIDS) in the most effective ways. The thesis adopts the summative governance framework to demonstrate how our preoccupation with the quantifiable impacts shrouds our intellectual and practical ability to deal with the subtle impacts of AIDS. Governance is hypothesised to emerge amidst turbulent, unpredictable, messy, complex and dynamic path conditions predicated upon certain orders of criticality, including but not limited to the process of knowledge formation, retention and transfer. The thesis suggests that the evolution of governance from nascent to fully institutionalised mechanisms of control is in itself a product of the evolution of knowledge. Notwithstanding, HIV and AIDS constrain the emergence of governance through impacting the process of knowledge formation, retention and transfer. Resultantly, these impacts are not merely additive and isolated to the sectoral governances, but are summative, intergenerational and structured, and potentially endanger the fundamental systems of governance. The pre and post independence induced vulnerabilities of Namibia are presented to demonstrate that the country is an engrossing, but yet a perilous mix of the past and the present. Whilst Namibia aspires for a democratic, non-racial, progressive society, the thesis demonstrates that due to constraints engendered by HIV and AIDS this proceeds on terms and conditions that by no means guarantee a happy outcome.

<p>Under 2008 beslutade regeringen att lärare i grundskolan skall avge skriftliga omdömen i alla ämnen eleven undervisats i, från årskurs ett. Processen med att skriva omdömen skall leda fram till en mer gemensam syn på lärande och bedömning ute på skolorna. Syftet med föreliggande studie var att beskriva relationen mellan bedömning och lärande ur ett lärarperspektiv. Studien genomfördes med en deskriptiv design och fenomenografisk ansats. Data samlades in genom intervju med sex strategiskt valda grundskollärare. Det strategiska urvalet bestod av en spridning avseende kön, ålder, antal år som lärare och utbildning utöver lärarutbildning samt att de arbetade inom geografiskt spridda områden inom Halmstad kommun. I resultatet framkom fyra varierande beskrivningskategorier. <em>Bedömning ledde till medvetenhet om elevers kunskapsnivå</em><em>. </em>Lärarna erfor att målrelaterade bedömningar användes till att göra eleverna medvetna om att det fanns mål att nå och visade på olika sätt och vägar att nå dit. Men det framkom även att<em> den målrelaterade bedömningen styrde undervisningen inne</em><em>håll.</em> Lärarna menade att arbetet med kriterier till bedömningsmatriser, tog mycket tid och var ett arbete som ibland gick ut över lektionsplanering. <em>Elevers delaktighet i bedömning påverkade deras lärande</em>. Lärarna uttryckte att om eleven själv var involverad i sin egen bedömning uppstod en känsla av delaktighet, som ledde till att hon/han tog större ansvar för sin egen utveckling. I resultatet framkom att<em> bedömning skapade motivation som främjade elevers lärandeprocess</em><strong>.</strong> Lärarna blev motiverade av att bedömningarna gjordes mer formativa och framåtsyftande.</p><p>Studiens resultat visar betydelsen av att variera såväl undervisning och bedömningsform för att höja kvaliteten på lärandet och att lärarna är insatta i möjligheter och svårigheter som hänger ihop med respektive bedömningsform.</p> / <p>In 2008 the government decided that teachers in primary schools must submit written opinions on all subjects taught to the student from grade one. The process of writing reviews should lead to a more common approach to learning and assessment at schools. The purpose of this study was to describe the relationship between assessment and learning, from a teacher's perspective. The study was conducted with a descriptive design and phenomenographical approach. Data was collected through interviews with six strategically selected primary school teachers. The strategic sample consisted of a spread regarding sex, age, number of years as a teacher, education beyond teacher training and that they were operating in geographically dispersed areas in the Halmstad Municipality. The results revealed four different categories of description. <em>Assessment led to the awareness of students  knowledge. </em>The teachers’ experience was that target-based assessments made students aware that there were goals to achieve and showed various ways to get there. But it was also found that <em>the target-based assessments ruled the teaching content.</em> Teachers felt that the work taken in determining the criteria for the assessment matrices took a large amount of time and was a job that sometimes took place instead of lesson planning. <em>Students  participation in the assessment affected their learning. </em>Teachers expressed the opinion that if the pupil was involved in their own assessment there was a sense of ownership, which led to them taking more responsibility for their own development. The results showed that <em>the assessments created motivation that promoted a student’s learning process.</em> The teachers were motivated by the fact that assessments were more formative and proactive. Study findings show the importance of varying both the teaching and assessment form to improve the quality of learning and that teachers must be familiar with the opportunities and difficulties associated with each assessment form.</p>

<p>The evaluation and assessment of a pupil’s knowledge is today an important part of a teachers work. The function of the evaluations for younger pupils (grades 1-3) has assumed a more prominent role in the school system due to the introduction of written assessments as well as national testing in grade 3. One of the purposes of this research has been to find out the teacher’s opinions of the written assessment in grade 3. My intention has been to study how teachers feel about assessment in general, what they assess as well as when and how they do it. I also wanted to find out when and how they used “formative” or “summative”assessments, respectively.</p><p>In the empiric research I have used qualitative, unstructured interviews with five professional teachers. All teachers interviewed work in the elementary school system (1-3) and have worked within this school system between 10-30 years. The material gathered from the interviews have been analyzed and categorized thoroughly in order to find various patterns.</p><p>The result of the research showed that the evaluations and assessments are used mainly to indicate each pupil’s individual scholastic development.  Some evaluations are, according to the teachers, included in the daily work with the pupils (and are formative), while other evaluations occur at special, less random occasions (and are summative). It was clear to me that the teachers don’t base their opinions of, and methods in assessment on research but on their long experiences as teachers. One major result from my study is that the teachers don’t look on assessment as being of any greater importance in the elementary school (grade 1-3).</p>

<p>I have made interviews with a teacher and with pupils from the lower grades in a school dominated by pupils with Swedish as their second language, about the role and effects of assessment with particular focus on the subject of <em>mathematics</em>. I have also studied the policy documents (“kursplanen”) for the subjects of Swedish and mathematics. The formulations of the learning goals in Swedish are differentiated, so that the demands are somewhat lower for pupils with Swedish as their <em>second language</em>. In mathematics, however, the learning goals are the same for all pupils, and they include the ability to communicate mathematical concepts in meaningful and relevant situations. The language of this communication is supposed to be Swedish, and the cultural code necessary to find the situation meaningful and relevant is often Swedish. The textbooks in mathematics for the early grades are oriented towards the learning goals, and contain many problems formulated in plain Swedish language, and with meaning and relevance often oriented to assumed fruit distribution habits among culturally Swedish children. This creates a problem with assessments in mathematics for many pupils with Swedish as their second language. They often feel that the assessments in mathematics are <em>unfair</em>, if they already know the numerical system and could have solved the problem, had it been given to them in a more simplified language. There is a risk that these pupils give up on the subject of mathematics too early, and for linguistic and cultural reasons. My research has shown that some of these pupils even question the mathematical ability of their teacher, because they can so easily check the numerical results on their pocket calculators, and at the same time find the verbal explanations of the teacher so difficult to understand. The problems resulting from the discrepancy between the learning goals in Swedish and mathematics, are aggravated by the recently introduced national tests in the third grade, witch give an official stamp on the use of <em>summative assessment</em> in the form of mathematical tests that includes verbally and culturally demanding problems. What the individual teacher in mathematics can do under these circumstances, is exploiting the rights and demands for <em>individualization of learning</em> to the outmost for pupils with Swedish as their second language. Children who in the future are going to use their mathematical skills and abilities professionally in the Swedish society certainly have to learn the appropriate words, as well as the cultural codes for the Swedish way of formulating mathematical problems. But their roads to achieving these particular goals in the national learning plan for mathematics, will in various ways be different from that of pupils with Swedish as their first language. The advent of national tests in mathematics in the third grade makes it even more important for the teacher to focus on the use of <em>formative assessments</em>, that make temporary allowance for the pupils present shortcomings in the linguistic and cultural understanding of mathematics, while at the same time setting up personal and individualized learning goals, aimed at overcoming these shortcomings.</p>

<p>Kunskapsbedömning – elevers inställning till och uppfattning om bedömning är en kvantitativstudie genomförd mot en teoretisk bakgrund där den formativa bedömningen står i centrum.Studiens syfte är att erhålla kunskap om elevers inställning till och uppfattning ombedömning. Problempreciseringen lyder:Vilken inställning har eleverna till bedömning?Hur uppfattar eleverna bedömning?Hur uppfattar eleverna skriftliga omdömen?Undersökningen genomfördes med hjälp av en enkät. Resultatet visar att eleverna i denundersökta sjunde klassen uppfattade prov, egna texter, läxförhör, muntliga förhör, muntligaredovisningar samt hur aktiv eleven är på lektion tillika hur den uppför sig som bedömning.Deras inställning till bedömning varierade från glädje till prestationsångest. Resultatet kanockså visa på en relation mellan ansträngning och oro, där de elever som inte upplevde att detvar ansträngande att bli bedömd inte heller upplevde oro i samma utsträckning som de eleversom upplevde att det var ansträngande att bli bedömd.Resultatet visar att eleverna hade en oklar bild av vad skriftliga omdömen är tillika en oklarinställning till dessa.</p>

Kunskapsbedömning – elevers inställning till och uppfattning om bedömning är en kvantitativstudie genomförd mot en teoretisk bakgrund där den formativa bedömningen står i centrum.Studiens syfte är att erhålla kunskap om elevers inställning till och uppfattning ombedömning. Problempreciseringen lyder:Vilken inställning har eleverna till bedömning?Hur uppfattar eleverna bedömning?Hur uppfattar eleverna skriftliga omdömen?Undersökningen genomfördes med hjälp av en enkät. Resultatet visar att eleverna i denundersökta sjunde klassen uppfattade prov, egna texter, läxförhör, muntliga förhör, muntligaredovisningar samt hur aktiv eleven är på lektion tillika hur den uppför sig som bedömning.Deras inställning till bedömning varierade från glädje till prestationsångest. Resultatet kanockså visa på en relation mellan ansträngning och oro, där de elever som inte upplevde att detvar ansträngande att bli bedömd inte heller upplevde oro i samma utsträckning som de eleversom upplevde att det var ansträngande att bli bedömd.Resultatet visar att eleverna hade en oklar bild av vad skriftliga omdömen är tillika en oklarinställning till dessa.