AimThe aim of the study is to gain insight into how physical education teachers reflect on peerassessment in Physical Education (PE). The study was limited to investigate teachers? conception of peer assessment. The study also examines whether teachers can describe anymethods of peer assessment that they use or have used in their teaching, and what strategic choices they talk about when they describe their methods.MethodQualitative interviews were used to collect data. The interviews can be referred to as in-depthinterviews with a particular focus on concepts.

Swedish school children's results have deteriorated in recent years and formative assessment is, in accordance with previous research, a way to develop students' learning and performance. A part of formative assessment is based on feedback that students should receive before, during and after a new assignment. In this study, we want to find out how students and teachers apprehend students' development in relation to feedback and what general attitudes towards feedback can be seen in both parties. The literature and theory discussed is linked to formative assessment, both at international and national level where many important aspects of formative assessment are essential in relation to pupils' further development. The theories are based heavily on human interaction and socio-cultural perspective as a concept.

The porpuse of this paper is to find out how three teachers working in years four to six in a Swedish school say they use formative assessment and how they use it in educational practice, and if there is a difference in the use of formative assessment between year four, five and six. Formative assessment is the kind of assessment that aims to enhance the student?s learning, as opposed to summative assessment wich is intended only to summarize student?s accomplishments. To answer the purpose, I conducted qualitative interviews with the teachers, and observations in each of the teachers? classrooms.

The purpose of this study was to investigate a Swedish assessment centre and more specifically the predictive validity of its assessments of ten managers from a Swedish technological company. The study was made by interviews with these managers' executives in order to find out how well their opinion about their employees matched the assessments made by the assessment centre consultants. The results showed that the congruence of the managers' strengths was 74% whereas that of their weaknesses was 59%..

This essay examines how high school teachers in physical education and health thinks about assessment and grading. The essay show how teachers assess pupils during lessons and how teachers grade their students. The survey was based on interviews, in which six different teachers answered questions on the topic of assessment and grading. The issues surrounding assessment was linked to the theoretical concepts of formative and summative assessment, to see if the assessment methods teachers use. The issues surrounding grading was related to the theoretical concepts of validity and reliability in order to see how similar the grading is.The essay provides a picture of how the assessment and rate again looks different teachers.

The purpose of this essay is to discover what Formative Assessment is used for in practice and also how teachers use the Curriculum for elementary school, preschool and after-school activity 2011 (Lgr 11) in their Formative Assessment work.The questions are as follows:What considerations do teachers take into account when assessing a student?How do teachers view assessment for learning?How do the teachers consider formative assessment works in relation to Lgr 11?I have used a qualitative research method to answer my questions. I have interviewed five teachers regarding their view on and experience with assessment. Using a hermeneutic approach I have tried to retrieve a deeper meaning from my interviewees regarding formative assessment. I have approached formative assessment using the socio-cultural perspective because I believe it to be the best fit.All of the informants believe formative assessment has made it easier to assess students and also that it works very well together with Lgr 11.

Background: The majority of patients requiring medical attention experience some degree of pain. The nurses´ assessment of pain is crucial in reducing the patients suffering in a proper and timely manner. Previous studies have shown that the treatment of pain in a emergency situation is poorly managed. The patients´ pain experience is often under assessed and undertreated which leads to increased suffering for the patient. This results in higher costs for the health care system due to prolonged hospitalization.

The purpose of this study was to investigate how two students at intermediate level in reading and writing disabilities and two special education teachers perceive the use of assistive tools in school. The questions used to answer the purpose was how assistive tools are used based on students´ perceptions, the purposes for which assistive tools are used based on special education teachers´ perceptions, what opportunities and/or barriers pupils and special education teachers experiences with assistive tools and how it works when assistive tools are implemented based on students´ and special education teachers´ perceptions. Data were collected by interviews. The results show that the assistive tools are mainly used for writing assignments and to ?read-with-ears?, primarily to facilitate the learning process in the classroom.

The Swedish building and property management sector are responsible for about 30 % of the total energy use. In order to take environmental consideration, different environmental Assessment tools and standards are used. Miljo?byggnad, Svanen, FEBY12 and PHI are some of these. There has been increased interest to certify buildings and therefore it is of interest to evaluate the assessment of the energy field to see if relevant energy aspects are assessed.

This study is about assessment, in particular formative assessment also called assessment for learning. The purpose of this study is to investigate Swedish and South African primary school teachers? views and ideas about this didactic tool. The motives for this investigation are based on the fact that correct used formative assessment supports pupils? learning process and the fact that there are few researches made about this subject in Sweden.

There are an increasing number of unaccompanied children coming to Sweden. Sweden is one of the countries in the world that receive many of them. This awoke my interest to investigate the assessment of financial assistance and ?other living expenses? considering unaccompanied children. My approach was a qualitative study including interviewing five social secretaries working in five different districts in Malmö.

The aim of the study was to examine experiences and attitudes to dental hygienist treatment in a group of patients by using the Assessment tools Corah Dental Anxiety Scale (DAS) and Dental Hygienist Beliefs Survey (DHBS) at the dental hygienist clinic, the university of Kristianstad. Another aim of the study was to test the reliability of the Assessment tools. Methods: Fifteen respondents answered the two questionnaires at two different occasions before dental hygienist treatment. The results showed that nine respondents reported that they are absolutely calm when their dental hygienist is going to remove tartar, while six are a little bit worried or tensed. The categories ethics, communication, trust and control in DHBS had a positive agreement (mean value 1.1 and 1.2).

AbstractThe aim of the study was to examine how a school team works with formative assessment in compulsory school for pupils with intellectual disabilities. The study had a particular focus on formative assessment in relation to pupils with moderate and severe intellectual disabilities. Since there is a lack of research within the field of formative assessment and pupils with moderate and severe disabilities this study may contribute to new knowledge in this field. A sociocultural perspective has been used as a theoretical framework. A central concept in the sociocultural perspective is that people develop knowledge in interaction with other people and that communication and language is important.  The methodical framework was inspired by an ethnographic approach and the empirical material was concocted by participatory observations and by interviews.

The use of laptops, interactive whiteboards and the Internet is step-by-step working it?s way into Swedish schools. The aim of this study is to investigate the attitudes of teachers towards using IT-related tools in their teaching. How are the tools given used as mediating tools, what new methods do the teachers find themselves discovering while using these, how do the teachers feel about digital teaching platforms and how do the IT-related tools affect students language progression? These are all questions that this study is meant to answer.

The aim of this studie is to describe, analyse and understand the benefits and disadvantages with using digital tools in education. In my qualitative method three primary school teachers were interviewed about how digital tools should be used in educational purposes, also what benefits/disadvantages they could see with the investment of digital tools in their school. I also did observations in two classrooms and interviewed a school politican to get a wider perspective. The collected information identifies that some benefits of using digital tools is the contribution to a more equivalent education, more opportunites for cooperations and that fewer pupils have to struggle with their fine motor skills when producing a text. Some of the disadvantages with using the tools is that they breaks sometimes, it´s easy to get dependent and if something happens (like power outage) it´s unusual that schools have a good an action plan.