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Riktlinjer för utformandet av sjävrättande digitala matematikuppgifter: Att utforma uppgifter så att gymnasieelever kan använda dem som verktyg för självbedömning
KTH, School of Education and Communication in Engineering Science (ECE).
2016 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Guidelines for designing digital computer-assessed mathematical tasks : Designing tasks so that students in Swedish upper secondary school can use them as tools for self-assessment (English)
Abstract [sv]

Syftet med detta arbete är att tillhandahålla riktlinjer för hur självrättande digitala matematikuppgifter kan utformas så att elever i den svenska gymnasieskolan kan använda dem som verktyg för formativ självbedömning. Den första delen av arbetet försöker skapa en bild av vad Skolverket förväntar sig från studenter. Detta görs genom analys av nationella prov för att se vilka typer av uppgifter som förekommer och vilka egenskaper de påvisar. I textens andra del används resultaten från den första delen som mall för vad som förväntas av matematikuppgifter. Därefter presenteras riktlinjer som enligt det teoretiska ramverket bör producera uppgifter som reflekterar denna mall.

133 uppgifter från fyra nationella prov granskades; bland dessa observerades proceduruppgifter, problemlösningsuppgifter och utredande uppgifter med olika grader av öppenhet som producerade sex uppgiftskategorier. Diverse uppgiftsstrukturer rekommenderades; däribland "Single Numerical Constructed", "Matching", "Categorizing", "Assembling Proof", "Limited Figural Drawing", "Figural Constructed Response" och diverse variationer av flervalsuppgifter. Riktlinjer för formativ återkoppling bestod huvudsakligen av verifikation på uppgiftsnivå, felsökning på uppgiftsnivå samt ledtrådar på processnivå. Eftersom resultaten av detta arbete är så starkt bundna till Skolverkets kunskapssyn bör extra försiktighet råda om de används i en annan kontext.

Abstract [en]

The objective of this text is to provide guidelines for the designing of self-correcting digital mathematical tasks that can serve as a means of formative self-assessment for students on an upper secondary school level in the Swedish educational system. In order to accomplish this goal the first part of the text is dedicated to finding out what the Swedish National Agency for Education expects from students. This is done through analysis of national tests in order to find out what types of tasks are used and what properties they display. Going into the second part of the text, these findings in part one are used as a template for what is expected of mathematical tasks. Guidelines are then presented that according to the theoretical framework should help produce tasks that reflect this template.

133 tasks from four national tests were examined; these were made up of procedural tasks, problem solving tasks and investigative tasks with varying degrees of openness that produced six categories. Various assessment structures such as "Single Numerical Constructed", "Matching", "Categorizing", "Assembling Proof", "Limited Figural Drawing", "Figural Constructed Response" and various structures based on multiple-choice were recommended. Guidelines for formative feedback were mainly focused on task-level verification, task-level troubleshooting and process-level hints. The results of this work have been produced with adherence to the Swedish National Agency for Education; one should exercise care when attempting to extrapolate results to other contexts.

Place, publisher, year, edition, pages
2016. , 33 p.
Series
TRITA-ECE-EX, 2016:12
National Category
Mathematics
Identifiers
URN: urn:nbn:se:kth:diva-190753OAI: oai:DiVA.org:kth-190753DiVA: diva2:952672
Subject / course
Mathematics
Educational program
Master of Science in Engineering - Engineering and of Education
Presentation
2016-06-10, 00:00
Supervisors
Examiners
Available from: 2016-08-16 Created: 2016-08-15 Last updated: 2016-08-16Bibliographically approved

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School of Education and Communication in Engineering Science (ECE)
Mathematics

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