This study will problematize formative assessment based on the three most prominent critical implementation aspects that previous research has highlighted. The three implemental critical aspects that this study will examine are teachers’ perception of lack of expertise, lack of time and instrumental use of documentation. The survey was conducted in a medium-sized municipality in Sweden. 27 mathematic teachers answered a questionnaire survey with the aim to clarify whether the teachers in the investigated area are experiencing the implementation problem or not. The result shows that a large part of the investigated mathematical teachers don´t use formative assessment, as they experience lack of competence and lack of time to implement formative assessment. Another result is that the teachers uses documentation of students´ performances in an instrumental way. Which may be because the teachers to a large extent felt that they had poor knowledge of formative assessment and its implementation, even though a large part was educated in the assessment form. This study can help to highlight a possible educational need, and help mathematic teachers to increase knowledge about the three critical implementation aspects.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:miun-36128 |
| Date | January 2019 |
| Creators | Grahn, Anders |
| Publisher | Mittuniversitetet, Avdelningen för matematik och ämnesdidaktik, Mittuniversitetet, Institutionen för matematik och ämnesdidaktik |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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