The aim of this study is to describe how young students perceive aspects of formative assessment in mathematics education and how their understanding is expressed in their speech. Within this work, the following questions are examined: 1. How is didactic questions reflected when students talk about their learning of mathematics? 2. What strategies regarding assessment are expressed in the students’ speech? 3. Which components in the students’ speech relate to the formative assessment's educational function and effects? The theoretical starting point used is a socio-cultural aspect of learning. The method used is qualitative children interviews with ten third grade students in a primary school in Stockholm. Results show that students´ perceive aspects related to five key strategies for formative assessment. The results do not claim generalizability but can be used by teachers and may have implications on research since primary school students' perception on formative assessment has not yet been examined. Suggestions for future research is to extend the empirical material with more interviews from primary school students but also with other types of studies to supplement, strength, and confirm the results.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:su-152805 |
| Date | January 2017 |
| Creators | Caligari, Laura |
| Publisher | Stockholms universitet, Institutionen för pedagogik och didaktik |
| 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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