Assessment of the level of the pupils´ knowledge and understanding are important parts of teaching. There are diverse ways to do this and many different tools to use.The purpose of this study is to explore, through qualitative interviews, how five teachers work with assessment. The focus lies on both how they work with assessment in general and how they use the Assessment tools called »LUS» and »Nya språket lyfter!». The pupils´ participation in their own education is an important part of the Swedish curriculum, which is why the study also focuses on how the informants work to enable the pupils´ participation in the assessment and in their education.The informants all think that both assessment and the pupils´ participation in the assessment are important, since teaching is easier when the pupils are aware of what they need to know and learn. Many of the informants express that time is an issue when it comes to making the assessment trustworthy.

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.

E.ON Elnät has in their project Operational Performance developed a priority tool forconstruction and operation. The tool will help the users to increase the capability to prioritybetween new development projects and removal of faults. The tool can be seen as a measuringfor different bay?s reliability, size and the community usefulness. The result of the priority isdirectly connected to which calibration that is chosen in the tool.The priority tool is still under development and there is therefore an uncertainty about howsensitive the tool is for changes in the calibration.

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.

During the last decades the importance of IT has increased for businesses all over the world. It has transferred from only being used in administrative purposes to become more integrated to the core business. Due to the financial crisis in 2009 and increasing globalization, IT is facing the challenge of lower costs and increased efficiency. This requires IT-departments to embrace new strategies in order to fulfill these new tougher demands.Lean is a business development concept that aims to lower costs through more effective processes by removing all activities that does not create any value from the end customer?s perspective.

The aim of this study was to analyze the assessment of the primary school, from the teacher?s perspective. There has been an ongoing discussion regarding assessment and about the purposes of assessment for a long time. But there is a paucity of research on what teachers believe about. This study examined primary teachers? beliefs on major purposes of assessment.Assessment is the process of gathering and interpreting information about students? learning.

The aim of this study was to analyze the assessment of the primary school, from the teacher?s perspective. There has been an ongoing discussion regarding assessment and about the purposes of assessment for a long time. But there is a paucity of research on what teachers believe about. This study examined primary teachers? beliefs on major purposes of assessment.Assessment is the process of gathering and interpreting information about students? learning.

The aim of this study was to analyze the assessment of the primary school, from the teacher?s perspective. There has been an ongoing discussion regarding assessment and about the purposes of assessment for a long time. But there is a paucity of research on what teachers believe about. This study examined primary teachers? beliefs on major purposes of assessment.Assessment is the process of gathering and interpreting information about students? learning.

Background: Fall injuries are a costly problem for society, with costs ranging up to 14 billion a year. In addition to economic loss accidental falls also creates human value losses and reduced quality of life for its victims. In order to prevent the occurrence of injury related to accidental falls healthcare providers utilize various scientifically developed risk Assessment tools, one of them being Downton Fall Risk Index. Method: Empirical, quantitative cross-sectional study. Objective: The purpose of the extended essay was to describe the categories in Downton Fall Risk Index that have a bearing on patients' risk of falling while in hospital and in municipal care, and to illustrate how nurses can use the fall risk Assessment tool.

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.

The present project is a first step towards a new Swedish Assessment tool to examine phonological ability in preschool-aged children. The work consisted of developing a word list with words that was considered to reveal a child?s phonological ability and to try out the word list on pre-school children. The reason was to make sure that the words existed in the vocabulary of the children in the chosen ages. A word list consisting of 109 words, which convey relevant phonological information, was created.

The use of environmental management systems, and objectives-led corporate management have become a widespread phenomenon today. Identification and assessment of an organisation?s significant (environmental) aspects is crucial within this work. Identification and especially assessment of significant aspects is often considered as a problematic step in many organisations. There are no generally accepted methods how to undertake this crucial step.

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.