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Formativ bedömning i matematik: En kvalitativ intervjustudie om formativ bedömning med matematiklärare i årskurs 7-9
Karlstad University, Faculty of Health, Science and Technology (starting 2013).
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Formative assessment in mathematics : A qualitative interview study about formative assessment with mathematics teachers in grade 7-9 (English)
Abstract [sv]

Syftet med denna uppsats är att undersöka vilka arbetssätt som verksamma matematiklärare använder för att arbeta med formativ bedömning. Syftet är även att undersöka vilka effekter på elevernas lärande de upplever att arbetssätten har samt vilka svårigheter de upplevt med att implementera formativ bedömning. I och med den nya läroplanen samt flera stora forskningsöversikter har begreppet formativ bedömning fått stor genomslagskraft inom den svenska skolan, trots detta upplevs ämnet matematik inte vara lika formativt som många andra ämnen. Den teoretiska utgångspunkten i denna studie bygger på Dylan Wiliams fem nyckelstrategier för formativ bedömning. För att uppnå studiens syfte har åtta stycken verksamma matematiklärare deltagit i en kvalitativ intervju. Deras svar har analyserats utifrån en meningstolkande analysmodell. Resultatet visar att samtliga lärare anser sig arbeta med formativt bedömning och att det främst görs genom ökad muntlighet i klassrummet, grupparbeten och problemlösningsfokus. Det framgår även att de två sista nyckelstrategierna, kamratbedömning och självvärdering, är de som lärarna arbetar minst med. Samtliga lärare upplever att tidsbristen är den största svårigheten och att den främsta effekten på elevernas lärande är att de blir mer medvetna om sin egen lärprocess.

Abstract [en]

The purpose of this essay is to give an insight into how people working as mathematics teachers works with formative assessment, which effects on the students learning they experience that the formative methods have and which difficulties they have experienced when implementing a formative assessment. Due to the new curriculum and many significant research surveys the term formative assessment have made a big impact on the Swedish school system, despite that the mathematics subject doesn't seem as formative as other subjects. The theoretical starting point for this study is found Dylan Wiliams five key strategies for formative assessment. Eight mathematics teachers have participated in a qualitative interview and their answers have then been analyzed on the basis of an analyzing model with the purpose to find an answer at our research questions. The result shows that all the teachers consider themselves to work with formative assessment and that it is mostly done through more oral components, group work and problem solving in the classrooms. It also shown that the last two of the key strategies, peer assessment and self-evaluation, are the two components that they work the least with. All teachers experience that the lack of time is the biggest problem in implementing a formative assessment and that the biggest effect on students learning is that the students become more aware of their own learning process.

Place, publisher, year, edition, pages
2015. , 52 p.
Keyword [en]
education, formative assessment, grade 7-9, mathematics
Keyword [sv]
formativ bedömning, matematik, undervisning, åk 7-9
National Category
Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-36393OAI: oai:DiVA.org:kau-36393DiVA: diva2:821322
Subject / course
Teacher Education - Mathematics
Educational program
Teacher education
Supervisors
Examiners
Available from: 2015-06-24 Created: 2015-06-15 Last updated: 2015-06-24Bibliographically approved

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97cb37fe2a6e8186c27c31387c2c4dd0420baa7953f1e9772e03bed73e802a43c95fe960c658e228abd456c54b82f522a79d5c35d007cff5608553d95a9aeeed
Type fulltextMimetype application/pdf

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CiteExportLink to record
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Citation style
  • apa
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Output format
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