The overall aim of this study was to investigate students, supervisors and university teacher’s attitude´s towards a) communication, b) goal fulfillment and c) legal security in assessment. Since the study object applies to an internship course (during school placement), this creates a constructed research object called Prerequisites for Learning during School Placement. The main issue was to examine how respondents perceived that a targeted effort consisting of a digital assessment form and more school visits affected communication, goal fulfilment and legal security in assessment. An extended variant of the didactic triangle constitutes the theoretical framework and the study's explanatory model. To some extent the design of the study was experimental (a mix of case study and cross-sectional study) and the empirical data was collected with the help of a questionnaire and free text response. Students, supervisors and university teachers linked to a specific school placement course during their second year of teacher training education were asked to participate as respondents. Data was analyzed with dichotomized correlation tables as well as illustrative free text responses. In summary, the overall analysis shows the result that students as well as supervisors and university teachers perceived that more school visits made by university teacher’s increased legal security in assessment. Respondents also perceived that the digital assessment form increased legal security in assessment, but not as much as for the school visits. In terms of communication, half of the students and visiting teachers showed positive attitudes and half negative attitudes to how the digital assessment form affected communication, while the supervisors were somewhat more positive. In terms of how the digital assessment form affected goal fulfilments, the students and supervisors showed positive attitudes to how the digital assessment form affected goal achievement. The results from the register data show high goal fulfillment (100% approved students) during the targeted effort. Based on these results, previous research and analysis via the didactic triangle, the most important conclusion is that the respondents perceived that legal security in assessment (based on the study's definition of legal security, which imply that visiting university teachers clearly communicate what is to be assessed and then assess against the course objectives) was achieved by visiting university teachers doing more school-visits.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:uu-414122 |
| Date | January 2020 |
| Creators | Langwagen, Jenny |
| Publisher | Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier |
| 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 |
| Relation | Examensarbete vid Institutionen för pedagogik, didaktik och utbildningsstudier |
Page generated in 0.0011 seconds