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Formativ bedömning ur ett elevperspektiv
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
2017 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Formative assessment from a student’s perspective (English)
Abstract [sv]

Syftet med denna studie var att undersöka elevers upplevelser och uppfattningar av formativ bedömning i matematik i årskurs 1.

 

Två frågeställningar har besvarats.

  • Hur uppfattar och upplever eleverna bedömning i matematik?
  • Hur uppfattar och upplever eleverna de fem nyckelstrategierna?

 

I syfte att besvara forskningsfrågorna har kvalitativa intervjuer med eleverna genomförts. Resultatet visar att eleverna i studien uppfattar bedömning i matematik som abstrakt och har ibland svårt att formulera sig. Flera av eleverna anger att bedömning är till för dom själva för att komma framåt i sitt lärande. De fem nyckelstrategier för formativ bedömning uppfattas positivt av de flesta eleverna, vissa strategier framkallar mer känslor än andra men överlag upplevs de positivt av eleverna. 

 

Utifrån denna studie kan tre områden anses som gynsamma att reflektera vidare över för utveckling av formativ bedömning ur ett elevperspektiv: synliggöra kopplingen mellan arbetsområden och bedömning, vid frågeställning utgå från elevens vardag, avsätta mer tid för träning på kamratbedömning och självbedömning.

 

Då studien utfördes i mycket begränsad omfattning i en klass är det inte lämpligt att dra generella slutsatser från resultatet.

Abstract [en]

The purpose of this study was to investigate students' experiences and perceptions of formative assessment in mathematics in grade 1 and two questions were asked.

  • How do students perceive and experience assessment in mathematics?
  • How do students perceive and experience the five key strategies?

In order to be able to answer the research questions, qualitative interviews with students were conducted. The results shows that students in the study perceive assessment in mathematics as abstract and sometimes found it difficult to express themselves. Many of the students indicate that the assessment is for themselves to get further in their learning. The five key strategies for formative assessment are perceived positively by most students, some strategies evoke more emotion than others but overall the students felt positive.

Based on this study, three areas can be seen as beneficial to reflect on to improve formative assessment from a student’s perspective: make the link between work and assessment visible, questions based on the student's everyday life, allow more time for training on peer assessment and self assessment.

 

As the study was carried out in a very limited extent, it is not appropriate to draw general conclusions from the results.

Place, publisher, year, edition, pages
2017. , 31 p.
Keyword [en]
formative, assessment, mathematics
Keyword [sv]
formativ, bedömning, matematik
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kau:diva-48307OAI: oai:DiVA.org:kau-48307DiVA: diva2:1088379
Subject / course
Mathematics
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2017-04-12 Created: 2017-04-12 Last updated: 2017-04-12Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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Language
  • de-DE
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  • en-US
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  • nn-NO
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  • Other locale
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Output format
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