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Formativ Bedömning i Matematik
KTH, School of Education and Communication in Engineering Science (ECE).
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Formative assessment in mathematics (English)
Abstract [sv]

Syftet med denna studie är att undersöka hur formativ bedömning genomförs i matematikämnet i grundskolans senare år och lärarnas upplevelser kring formativ bedömning under sina lektioner. Dessa undersökningar genomfördes och analyserats utifrån Dylan Wiliams fem nyckel strategier i formativ bedömning.

Detta arbete är en kvalitativ studie. Arbetet baserades på intervjuer med fyra högstadielärare och klassrumsobservationer. Syftet med intervjuerna var att ta reda på lärarnas upplevelser om bedömningsprocesser och hur de tillämpar formativ bedömning under sina matematiklektioner. Som ett komplement till intervjuerna, utfördes klassrumobservationer för att se hur dessa processer sker i verkligheten.

Resultatet visar att samtliga matematiklärare har en positiv syn på formativ bedömning som skall kompletteras med summativ bedömning. Vidare visar det sig att bedömning bör göras på ett strukturerat sätt bland annat genom att bedömningsprocesser ska tydliggöras för elever i den mån det går och baseras på styrdokumenten. Studien visar också att lärarna använder olika metoder bland annat snabba reflektioner, Exit Cards och digitala verktyg i form av formativ bedömning. Resultatet visar även att lärarna upplever att formativ bedömning kan användas för att granska elevers aktuella kunskapsutveckling samt att ge tillräckligt stöd till dem i fortsättning. Å andra sidan, lärarna upplever att elevers uppfattning om bedömning, tidsbrist, svårigheter med kamratbedömning kan vara en utmaning i formativ bedömning. Dessa kan vara samt att förhålla bedömningen till kunskapskraven.

Ytterligare visar ett annat resultat att lärarens bedömning kan fokusera på olika processer som kan handla om olika nivåer av matematikinnehåll.

Abstract [en]

The purpose of this study is to investigate how the formative assessment takes place in the mathematic teaching in the elementary school later years and the teachers' experiences of formative assessment during their lessons. These investigations were conducted and analyzed based on Dylan Wiliam's five key strategies in formative assessment

This work consists of a qualitative method that researches the human subjective experience within an area. The work was based on interviews with four high school teachers and classroom observations. The purpose of the interviews was to find out about the teachers' experiences of assessment processes and how they apply formative assessment during their math lessons. As a complement to the interviews, classroom observations were performed to see how these processes take place.

The result shows that all math teachers have a positive view on formative assessment which must be supplemented with summative assessment. Furthermore, it is found that assessment should be done in a structured way, inter alia, by making assessment processes clear to students as far as possible and based on the control documents. The study also shows that teachers use different methods, including rapid reflections, Exit Cars and digital tools in form of formative assessment. The results also show that teachers find that formative assessment can be used to review students' current knowledge development and to provide adequate support to them in the future. On the other hand, the teachers feel that students' understanding of assessment, lack of time, difficulties with peer assessment can be a challenge in formative assessment.

Another result shows that the teacher's assessment can focus on different processes that can deal with various levels of mathematical content.

Place, publisher, year, edition, pages
2017. , p. 35
Series
TRITA-ECE-EX ; 2017:34
Keywords [en]
Formative assessment, mathematics, teaching, observations
Keywords [sv]
Formativ bedömning, matematik, lärande, observation
National Category
Mathematics Learning
Identifiers
URN: urn:nbn:se:kth:diva-222802OAI: oai:DiVA.org:kth-222802DiVA, id: diva2:1182372
Subject / course
Technology and Learning
Educational program
Bridging Teacher Education Programme
Supervisors
Examiners
Available from: 2018-02-19 Created: 2018-02-13 Last updated: 2018-02-19Bibliographically approved

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