Change search
ReferencesLink to record
Permanent link

Direct link
Formativ bedömning inom svenskämnet: En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning
Södertörn University, Teacher Education.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Formative assessment in swedish lessons : A study of one theacher and student´s formative feedback and their perceptions of feedback and peer-assessment (English)
Abstract [en]

The purpose of this study was to investigate formative assessment and formative feedbacks effects on students. One teacher describes through interviews her experiences of formative assessment and feedback. Also the students' perceptions are described. It is examined through observations, how different types of feedback is communicated by the teacher to the student and among students. This study wanted to highlight the effects formative assessment and formative feedback may have on their learning and motivation. This with particular interest in the Swedish lessons. I chose to concentrate on this following questions:

  • What types of feedback communicates from teacher to student, and students among each other?
  • How does one teacher describe her feedback and how it affects student motivation and learning process?
  • What is the student’s thoughts on the feedback they give and receive from each other and how it affects their motivation and learning process?

Formative assessment includes five strategies that shape the students to reach the goal in which three actors are involved. Those are the teacher, other students and the pupil. One of the five strategies is formative feedback, that can identify and provide the student information which helps the student to gain insight on how a task should be solved. Different types of feedback are identified by Hattie and Timperley and had the function as analyses tools in this study.

The method of this study was qualitative, though I have done observations in one classroom of 26 students for five days and interviews with one teacher and 10 pupils in the school year 3 (9-10 year-olds).

The result showed that the teacher used mostly process-oriented feedback and the pupils became to use it through time. The result also indicated that the students' learning process and motivation was affected to the extent that they were more independent, seeking feedback from peers and became more engaged in the lessons with time.

Place, publisher, year, edition, pages
2015. , 57 p.
Keyword [en]
Assessment, formative assessment, assessment for learning, feedback, peer-assessment
Keyword [sv]
Bedömning, formative bedömning, bedömning för lärande, återkoppling, kamratbedömning
National Category
Educational Sciences
URN: urn:nbn:se:sh:diva-29102OAI: diva2:893447
Subject / course
Education Studies
Social and Behavioural Science, Law
Available from: 2016-01-13 Created: 2016-01-12 Last updated: 2016-01-13Bibliographically approved

Open Access in DiVA

Formativ bedömning inom svenskämnet(819 kB)169 downloads
File information
File name FULLTEXT01.pdfFile size 819 kBChecksum SHA-512
Type fulltextMimetype application/pdf

By organisation
Teacher Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 169 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

Total: 669 hits
ReferencesLink to record
Permanent link

Direct link