The purpose of this study is to investigate how teachers assess their students in the technology subject based on formative assessment. As a method, semi-structured interviews were used and conducted with six middle school technology teachers. The result shows that the teachers have a common understanding of the concepts within assessment and that all teachers use formative assessment in their teaching. The results also show that teachers are bound by the frame factors that limit and influence their opportunities for teaching and assessment. The subject does not have a stable didactic core content and there is uncertainty regarding how the curriculum should be interpreted while the teachers lack collegial support. Formative assessment is described as an important tool in relation to the nature of the technology subject and the interest in formative assessment can be supported given the right conditions.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-78444 |
| Date | January 2020 |
| Creators | Dufbäck, Kajsa |
| Publisher | Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013) |
| 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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