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Formativ bedömning inom religionsundervisningen på grundskolan årskurs 7-9
Södertörn University, Teacher Education.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

That the formative assessment leads to pupils’ knowledge, all four teachers has to be united, which is also the point of the formative assessment according to Hatti and Dylan. The purpose of formative assessment is that it will improve student learning, dissimilar summative assessment that measure students’ knowledge. The purpose of this essay is to examinate how other society oriented subjects’ and religious education teachers at high school pronounce themselves on formative assessment in the subject religion. And what advantages and disadvantages they see with it.

This study is based on four interviews with society oriented subjects and religious teachers at high school (7- 9).

Lastly, grounded on my results of my respondents’ statements conclude that the perception of what formative assessment is contrast in opinion. Educators don’t certainly know what formative assessment is. All four respondents say they use formative assessment in their teaching but in different ways. Some said they use written examinations whereas others preferred matrices. The teachers also had different opinions about formative assessment. The higher probabilities teachers saw with formative assessment was that it provided students a chance to knowledge.

Place, publisher, year, edition, pages
2015. , 41 p.
Keyword [en]
Formative assessment, knowledge reviews, religious education
National Category
Educational Sciences
URN: urn:nbn:se:sh:diva-29679OAI: diva2:909386
Subject / course
Education Studies
Social and Behavioural Science, Law
Available from: 2016-03-07 Created: 2016-03-06 Last updated: 2016-03-07Bibliographically approved

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