There are several different methods of assessment of functional communication in individuals with aphasia. However, these are not very established in Sweden. A number of assessment methods are not translated and adapted to Swedish. The views about what functional communication means are scattered. The purpose of this study was to, with the help of a questionnaire survey, identify how Swedish speech and language therapists assess functional communication, to what extent and what they want that an assessment method should contain to be clinically useful.The study involved 54 clinically active speech and language therapists in the area of aphasia.

This study is a study of the assessment and grading of Swedish students with physical disabilities in physical education. The purpose of the study has been to look into how teachers assess and grade students with physical disabilities, and if there are any difficulties or problems in this assessment and grading. Focus has been on students in year three to six because this is where the assessments and grading take place. It?s a qualitative study, where eight teachers have been interviewed using a semi-structured interview model.

In the constitution of Sweden everyone has the right of common access in the nature. Toprotect these rights, as well as the nature, in areas close to shores the environmental law ofSweden (miljöbalken) protects areas within 100 meters from the waterline. Due to amendmentin this law, Swedish municipalities have to present countryside development areas close toshores. Within these areas, which are to be displayed in the municipality?s comprehensiveplan, it will be possible to get exemptions from the protection if the planned measure willbenefit the development of the region.

Assessment is considered one of the most important tools used today by people in almost everything they do and learn. This also applies to school, where assessment is considered as a constant companion to teaching and used in order to develop students' learning and skills. Assessment is also an educational necessity which has different purposes and therefore different consequences.                                                                                                                        The idea of ??this thesis was on the basis of the interviewed teacher's perspective to investigate what role the formative assessment has on the development of pupils' learning and knowledge in mathematics for primary education, and explore how the teacher can, according to my informants, work with this assessment practice in the classroom so that it promotes the learning of the students in the best possible way.                                                                To carry out this study, I used qualitative research studies, the interview method, and also talked to five different teachers in the lower school ages on their view at the work of the formative assessment. Theoretical basis of the thesis is also based on the research that says that the assessment can be used to promote student learning and knowledge, but also the teacher's learning?s in the educational process: assessment can and should be an assessment for learning.

As the European Landscape Convention is brought into action, planning in Sweden has got to become increasingly considerate of the landscape and its character. To render this possible, a basic requirement is that we find a functional method for analysis. The Landscape is a synthesis of the interplay between place and man. It is made up of our physical environment and shows the result of our actions throughout history. Our surroundings affect us in many ways, financially as well as emotionally. This is why an analysis of the landscape has to be inclusive of many types of information. I have performed a landscape analysis, according to the British Landscape Character Assessment-method, in Svedala kommun.

The aim of this study was to examine the students' perspectives on formative assessment, partly about how students perceived the assessment in general, partly about what students' opinions were on formative assessment, and partly about students' view of how assessment could be organized to stimulate learning process.  The study consisted of qualitative interviews with six students in grades one in an upper secondary school.The survey showed that students primarily perceived assessment with summative purpose: tests and scores.  Majority of the students experienced that there were too many tests occasions.  Those high-performing students were positive to tests.  However, those lower-performing students felt more negative and became more stressful with the exams.Results showed that they were lack of experience of formative assessment.  All the six students thought that they had not got any chance to involve in the assessments process.  They realized that they had not got adequate feedback about their learning-situations.  With regard to students' wishes about how assessment could be developed in order to improve their learning, it was mainly about more and concrete feedback on tests and assignments.Two models were developed in the final discussion, which showed the author's own perception of formative and summative assessments..

In society and school today there is a major focus on assessment, and this can for example be seen in an increased research on assessment over the last ten years. But one research topic still quite unexplored is how students perceive assessment. The main purpose with this study is to explore students? experiences of assessment, how assessment interferes with their volition and if the extent of the impact on the motivation varies depending on how the assessment is performed. In order to answer these questions a quantitative investigation was performed at first. 83 students answered a questionnaire about what kind of assessment they experience in school, if they receive feedback, what is important for being successful in school, if they know on what grounds they are assessed, what impact failure and/or success has on their motivation, if they are stressed by school etc.

This study examines assessment and how the teaching staff at one school reason around equivalent assessment. More specifically, it aims at studying what obstacles and possibilities the teachers identify to achieve this. Furthermore, the study wishes to gain insight about the current state of the equivalent assessment within the examined teaching staff. The study is based on five semi-structured interviews as well as previous research on the subject matter. To deepen the understanding and highlight case problems that surround assessment, the participating teachers also assess an authentic essay.

PurposeThe purpose of this study has been to investigate the documentation process following the guiding principles of the Quality Norms for Fall Prevention concerning fall risk assessment, risk identification, fall preventive measures, information and the making of an individual care plan.MethodThis study is a quantitative, descriptive and retrospective journal review study. There were 100 journals examine the existing documentation concerning fall risk assessment of patients who received treatment in geriatric patient care. The sample was consecutively.ResultsThe results showed that fall risk assessment was documented in 79 of 100 examined journals. 56 (71 %) of the fall risk assessments were made within 24 hours. In 59 of 100 journals the patient, relatives or former caretakers was asked whether the patient had had a fall within the last year, and in 61 of 100 journals it was documented that the nursing staff had made an assessment that the patient was going to have a fall during his or her length of stay if no preventive measures were set in.The majority of fall risk factors and fall preventive measures were documented within the areas of walking and transfer. It was documented that the patient was informed of fall risk, fall risk factors and fall preventive measures in 15 of 100 journals.

The aim of this study was to investigate what formative assessment means and get information about how teachers? assessment practice in formative assessment can look like, based on five key strategies. I have observed five teachers in grade 4 to 6 during a week of their mathematics teaching. Formative assessment is assessment for learning and has the purpose to support students? knowledge development.

Risk assessment of effects on the environment and health outcome caused by the iron industryLina LöfqvistIn Sweden you can find lots of contaminated areas, which can create problems for both humans and nature. To reduce the long-term contamination grades, Naturvårdsverket have created a report with regard to the contaminated sites. This builds on the ?Method for Inventories of Contaminated Sites? which is abbreviated MIFO. The aim of MIFO is to achieve better environmental planning in Sweden.

Risk assessment is made to determine risks with contaminated areas and to determine which treatment the area requires. In Sweden, risk assessment is divided into three levels: risk analysis, facilitated risk assessment and detailed risk assessment. In detailed risk assessment site-specific guideline values are developed to compare with values of contaminants that are measured in the area.Site-specific guideline values vary with geological and hydrogeological parameters. The purpose of this report is to examine which of these parameters that affect the guideline values. The examination was done using a calculating program for consideration from the Swedish Environmental Protection Agency from the year of 1997.

Issues related to knowledge assessment and its consequences for both the individual and the entire school system are topical in today's school debate. The mere fact that didactic issues that focus on assessment are discussed actively not only in scholastic environments but even in media and other communities is further proof that knowledge assessment is an important and complex phenomenon in our lives.The subject that I have chosen to look into is about how the work with assessment issues is handled in Swedish as well as Russian elementary school's early years. The goal with this study is to see how my studies have been conducted with a qualitative approach by which I collected qualitative information in the form of documents, papers and interviews. To make the approach even more appropriate for my area of research, I have chosen to merge two qualitative research methods. The first is a qualitative content analysis which analyses the governing documents.

The aim of this study is to investigate how mathematics teachers use formative assessment to make the course objectives clear to the student. This is part of a wider aim in Sweden to find ways for improving mathematics teaching. Qualitative semi-structrured interviews and observations were used for collecting data. Different approaches to integrate formative assessment in their classrooms is discussed: questioning, discussions in whole-class, group work and assessment and feedback. The analysis of the results indicated that the teachers thought differently about how to integrate the course objectives in their planning.

In the current situation there is not much written about assessment of laboratory work, and the majority of the working physics teachers are retiring and there are only a few newly qualified physics teachers. The purpose of this thesis is to examine how physics teachers assess laboratory work within upper secondary schools, with Gy2011 in mind. The new grade system, Gy2011, has a larger focus on the laboratory work then the earlier system Lpf 94. Skolverket has in their man-ual with examples of assessment two different sorts of laboratory experiments. The first assess-ment is regarding the planning of a laboratory work and the other about how able the pupil exe-cutes laboratory work.