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Att veta vägen till mål: Formativ bedömning i religionsundervisning på mellanstadiet
Södertörn University, Teacher Education.
2016 (Swedish)Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study is to examine what kindof formative assessments is used in the religious education at middle-schoolin Sweden. A further aim of the study is to examine whether any problems can be observed with formative assessment.

Questions that will try to be answered are: What kindof formative assessment occurs in religious education at the middle school in a Swedish school? What problems can be observed with formative assessment in religious education at the middle school in a Swedish school? To answer these questions, six lessons in religious education were observedin total; three teachers held two lessons each which were observed.

Earlier studies have showed that formative assessment was used by teachers to give feedback to improve pupils’ learning. In some cases, feedback was also givenwhich did not contribute to the improvement of pupils’learning. Earlier studies also conclude that formative assessment helped teachers to designfuture lessonsbased on pupils’ prior knowledge. Another conclusion highlights that teachers who made the goals of the lesson visible for pupils, resulted in an increased motivation and understanding of the purpose of the lesson.

This study concludes that formative assessment has been usedby all three teachers, but in different ways. One conclusion is that when the goals of the lesson was not visible for the pupils, it affected the motivation of some pupils. Another conclusion is that teachers used formative assessment to modify lesson plans to meet the pupils’ current knowledge. Formative assessment was also used to encourage pupils to help each other by using peer-assessment. To improve pupils learning, teachers also used feedback as a strategy

Place, publisher, year, edition, pages
2016. , p. 53
Keywords [en]
Formative assessment, self - regulated learning, feedback, peer - assessment
Keywords [sv]
Formativ bedömning, självreglerat lärande, återkoppling, kamratbedömning
National Category
Humanities
Identifiers
URN: urn:nbn:se:sh:diva-32183OAI: oai:DiVA.org:sh-32183DiVA, id: diva2:1077721
Subject / course
The Study of Religions
Uppsok
Humanities, Theology
Supervisors
Examiners
Available from: 2017-03-01 Created: 2017-02-28 Last updated: 2017-03-01Bibliographically approved

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a2231701e0abbec698f04154839f07e985d4c30451f8917a6f77285bca85dfc07ba46a6b1c164346252813a400e1b618092cc5f7a6e57ba8125334686cdbefc9
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf