Change search
CiteExportLink to record
Permanent link

Direct link
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
Skriftliga omdömen eller inte.: En studie i hur högstadieelever ser på utvecklingssamtal och dess förberedelser i relation till lärandeprocessen efter införandet av Lgr 11.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2014 (Swedish)Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesisAlternative title
Written assessments or not. : A study of the quality of appraisal conferences with preparations as part of the formative assessment after introduction of the Swedish Curriculum for the compulsory school 2011, in the perspective of pupils in lower secondary school. (English)
Abstract [sv]

Syftet med min studie var att undersöka hur elever i årskurs 7 upplever att utvecklingssamtal och dess förberedelser är en del i deras lärandeprocess, om uteblivna skriftliga omdömen påverkat lärprocessen, samt vilka likheter och skillnader det finns mellan elevledda jämfört med lärarledda utvecklingssamtal. Med en enkätundersökning jämfördes attityder hos elever från två olika skolor; Tätortsskolan som använde skriftliga omdömen och lärarledda utvecklingssamtal och Storstadsskolan utan skriftliga omdömen och med elevledda utvecklingssamtal. Mina resultat visar:

  • Att större andel av eleverna som fått skriftliga omdömen anser att de fått information om hur de ligger till i de olika ämnena.
  • Att skriftliga omdömen är mindre bra på att kommunicera till elever hur de ska göra för att utvecklas.
  • Att en stor del av elever med lägre betyg inte förbereder sig inför elevledda utvecklingssamtal och är svåra att engagera i sin lärprocess.
  • Att det är stor skillnad på elevledda respektive lärarledda samtal beträffande vem eleverna tycker pratar mest, men det är inga signifikanta skillnader i hur de olika typerna av samtal bidrar till elevernas lärprocess.
Abstract [en]

The main goal of my study was to investigate how pupils in lower secondary school appreciate parent-teacher conferences with preparations as part of their learning process. The main issues were how written assessments affect the parent-teacher conferences and how pupils value teacher-led parent-teacher conferences compared to student-led parent-teacher conferences. A written survey-investigation was used in order to compare the attitudes of pupils from two different schools. One school used written assessments and teacher-led conferences; the other school did not use written assessments and had student-led conferences. My findings show:

  • That a bigger part of the pupils receiving written assessments think that they are informed about their knowledge levels in relation to the requirements.
  • That written assessments are not optimal to communicate to pupils how to improve their work.
  • That a major part of pupils with lower grades did not prepare themselves for the student-led conferences and thus were difficult to involve in this type of learning.
  • That the pupils in student-led conferences are more involved in the conversations but that there were no significant differences between the different types of conferences in the perspective of their learning processes.
Place, publisher, year, edition, pages
2014. , 44 p.
Keyword [en]
Student influence, Individual development plans, Meta-cognition, Written assessment, Personal development dialogue
Keyword [sv]
Elevinflytande, individuell utvecklingsplan, metakognition, skriftliga omdömen, utvecklingssamtal.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kau:diva-33111OAI: oai:DiVA.org:kau-33111DiVA: diva2:731923
Educational program
Teacher education
Supervisors
Examiners
Available from: 2014-09-30 Created: 2014-07-02 Last updated: 2014-09-30Bibliographically approved

Open Access in DiVA

Skriftliga omdömen eller inte Thullberg Minna(994 kB)127 downloads
File information
File name FULLTEXT01.pdfFile size 994 kBChecksum SHA-512
abd8157f9d07d5e3b6d55c5234e83d8244432549d15c479c4bfeb3a3412f8f2c0562cd7e26bbef85d189f4e7c7fd51f951a8a72fdbc7e3b7d971f0bd49e5a478
Type fulltextMimetype application/pdf

By organisation
Faculty of Arts and Social Sciences (starting 2013)
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 127 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 141 hits
CiteExportLink to record
Permanent link

Direct link
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