Digitala Vetenskapliga Arkivet

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
Kompetens i klassrumsbedömning – en studie av lärares reflektioner om videodokumenterad undervisning
Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).ORCID iD: 0000-0002-4475-3042
2015 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [en]

There is a tendency to view teachers´ assessment literacy from a deficit perspective, and teachers existing practices are rarely used as a source of knowledge about assessment. Instead of treating teachers as being to some extent experts on assessment, the domain of assessment literacy is primarily represented by viewing researchers as “experts”. In this study teachers´ assessment literacy is approached from an asset perspective. The knowledge and skills that teachers possess can contribute to the description and understanding of classroom assessment literacy.

The overall aim of the study is to develop knowledge about teachers’ classroom assessment literacy. Studying teachers' collective reflections about assessment, in relation to video-recorded teaching situations, is used to approach the question of what classroom assessment and assessment literacy actually mean. Three primary schools and eleven teachers, heterogeneous regarding age, sex, education and experience, are involved in the study. 

The results indicate three themes to describe teachers´ classroom assessment literacy: focus on the intention of assessment, focus on the enactment of assessment and focus on the conclusion of assessment. The study shows that teachers have the competence to conduct and use assessment as an integral part of teaching. An overall conclusion is that assessment literate teachers invite students to share power and responsibility in assessment processes. The three themes can be seen as a process of developing, implementing and using assessments, which requires a holistic approach to learning, teaching and assessment.

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2015. , p. 153
Keywords [en]
Classroom assessment, assessment literacy, teachers, asset perspective, video stimulated reflections, thematic analysis
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:hh:diva-28393Libris ID: 18124243OAI: oai:DiVA.org:hh-28393DiVA, id: diva2:816659
Presentation
2015-04-07, Q308, Högskolan i Halmstad, Halmstad, 09:00 (Swedish)
Opponent
Supervisors
Note

With a summary in English

Available from: 2015-06-05 Created: 2015-06-03 Last updated: 2017-07-20Bibliographically approved

Open Access in DiVA

Kompetens i klassrumsbedömning(2335 kB)1017 downloads
File information
File name FULLTEXT01.pdfFile size 2335 kBChecksum SHA-512
0c4f5e599226c22067de115239ce18a46c36b6bc6588f7ff1dfe6ab9fc56bf470e2bd28ffd2bae2683c25776dc784f710590b0797e5912dd531a74c7ef8f6ea6
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Thornberg, Fredrik
By organisation
Research on Education and Learning within the Department of Teacher Education (FULL)
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 1023 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: 592 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