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.

Background: Patients postoperative pain is often underestimated. Untreated or undertreated pain decreases the chance of optimal recovery after surgery. Pain Assessment is an important factor of efficient pain relief. Aim: The aim of the literature study was to describe factors of importance for nurses´ Assessment of postoperative pain in patients. Method: A literature study was done where qualitative and one quantitative article was reviewed.

För att undersöka interbedömarreliabiliteten i Emotional Interaction Style ? Assessment (EIS ? Assessment), vid bedömningar av Marschak Interaction Method (MIM), har tre inspelade MIM filmer skattats av sju bedömare. Reliabiliteten beräknades med intraklasskorrelationskoefficient (ICC). I bakgrunden har en teoretisk genomgång gjorts av aktuell forskning gällande barns utveckling och samspel mellan barn och föräldrar. Vidare har bakgrunden till MIM och EIS-Assessment redovisats.

This paper studies how peer Assessment is used as a strategy to improve young learners' results in Swedish as a school subject. Nine teachers are interviewed about their use of the method on 7-12-year-old pupils. Comparisons are made between the interviews and Swedish and international discussion on peer Assessment. There are similarities between the practice of the teachers and what is said in the litterature about the method and its advantages and drawbacks. The teachers tend to emphasize the social aspects more, though.

The purpose of my independent work was to develop and test a task-specific Assessment matrix to the students writing logs that occurs in connection with their APL (workplace-based learning). The matrix is based on upper secondary school subject plan House building from The Swedish National Agency for Education and the four courses House building process, House building 1, House building 2 and House building 3 - conversion. Due to the matrix structure, I used the example matrix of Malmö University. The task-specific Assessment must both serve as a guide for students in the implementation of the log writing, and in the evaluation of the Assessment work. Both students and teachers then get a common Assessment tool for evaluation.

One of the Swedish preschools many tasks is to identify the needs of a child and to shape an activity suited to their needs. This identification means a lot of times that a child is weighed and valued despite that the curriculum clearly states that no Assessment is to be done in the Swedish preschool. To develop a preschool able to face all children regardless of their individual needs it?s necessary to change focus from child Assessment to instead look at the work and environment in the whole preschool. A development of the activity might be seen as a work in progress whose primary goal is to improve the quality of work in preschool.

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.

AbstractPain among patients in their final stage of life is a commonly occurring problem. Results fromthe Swedish Register of Palliative Care (SRPC) indicate that validated instruments forassessing pain are rarely used. Nurses' insufficient knowledge of pain and pain treatmentmethods may be a cause of maltreatment of patients who suffer from pain.The goal of this study was to determine whether training within the area of pain, painAssessment and pain Assessment instruments increases the use of validated pain Assessmentinstruments utilized by nurses working in care homes for patients in the final stage of life inthe city of Uppsala.Method: A quantitative and quasi-experimental design was selected to perform the study.The intervention study that was used consisted of one training session where onequestionnaire was given before and one after the time of training. Register data were collectedfrom the SRPC given the question of pain Assessment before and after the intervention.Results: The study showed that nurses more often used pain Assessment instruments after thetraining session. The results also showed that nurses to a greater extent than before alternatedbetween the two validated pain Assessment instruments that were introduced at the trainingsession.Conclusion: The results showed that when nurses at care homes are given training in the areaof pain and pain Assessment they absorb and use the newly acquired knowledge in theirclinical work..

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.

In the last few years the environment becomes more watchful, even for us farmers. All agricultural enterprises that exceed 200 animal units must be tested according to regulation of environment. A farm business with 200 animal units and more is classed ?environmentally hazardous activities? and has to make an environmental impact Assessment for the business you have today, and the activity after expansion. Before you can construct a building and expand the numbers of animals is a lot of applications to make. I have in this project restricted me to establish a environmental impact Assessment and a consultation foundation. To make a environmental impact Assessment is the big part of the application. The environmental impact Assessment take a lot of time and you need skills for all the rules in the environmental code to be abele to make an environmental impact Assessment approved. The environment codes purposes (1 kap 1 § Miljöbalken) is to rule the laws. The purpose of the environment code is to promote sustainable development which will assure a healthy and sound environment for present and future generations. Definitions of a ?environmentally hazardous activities? 9 kap 1§ Miljöbalken) shall mean the discharges of wastewater, solid matter or gas from land, buildings or structures onto land or into water areas or ground water.

In this study we have examined how teachers work with the documentation of formative Assessment with focus on how to design the right technological support to make it more simple and more efficient. We have studied how teachers? work with documentation in practise based on the guidelines for formative Assessment presented at the National Agency of Education. We performed observations and interviews in primary schools with teachers in different subjects in Ska?ne and Norrland.

The main purpose of this study was to translate Stuttering Severity Instrument 3 and to evaluate its reliability and validity. Five speech-language pathologists assessed 35 adults who stutter with this Assessment tool. Overall the results showed a very high inter- and intrarater reliability. A highly significant correlation between Stuttering Severity Instrument 3 and ratings of severity, made by the speech-language pathologists, strengthen the validityof Stuttering Severity Instrument 3. No correlation was found between the total score of Stuttering Severity Instrument 3 and the self-report measure Overall Assessment of the Speaker's Experience of Stuttering, whichindicates a lack of social validity in Stuttering Severity Instrument 3.

This examination project focuses on the pupils and teachers experience of written Assessments and grades.  To highlight the significance of Assessments and grades we will present the background to the development of the current educational view of knowledge, Assessment and marking models.  Today?s current laws and policies are described as is a proposal for a future law and grading scheme.The project is based on literature we have read and the empirical material is derived from interviews with eight students and two teachers. Four of the students are eleven years old, the other four are between seventeen and nineteen. The teachers teach years four and five. Each sex is equally represented.  The interview questions are based on the students memories and personal development discussions in which the written Assessments were presented.