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1169 Uppsatser om Assessment - Sida 1 av 78

Bedömning- en viktig uppgift för läraren : Hur fyra lärare beskriver sitt arbete med bedömning i skolans yngre åldrar

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.

Därför flyttar vi till Nyköping : En studie av Nyköpings kommuns positiva flyttnetto

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.

Grönskans roll i framtidens stad : En stad i förändring

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.

Delaktig eller inte, det är frågan : En intervjustudie kring elevens delaktighet i bedömning i svenska utifrån bedömningsstöden »Läsutvecklingsschema» och »Nya språket lyfter!»

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.

"Jag hävdar att det här har funnits jämt" : Formativ bedömning på mellanstadiet

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.

Prediktiv validitet hos Assessment Centres: en studie av Assessment centre bedömningar utförda av PAT Management för Ericsson Mobile Platforms.

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%..

Lärare om bedömning och betygssättning : Hur ser bedömningen och betygssättningen ut på olika skolor och hur likvärdig är den?

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.

Formativ bedömning - med samtalet som grund : En kvalitativ studie om lärares erfarenheter och tankar om bedömning

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.

Formativ bedömning på lågstadiet : En kvalitativ jämförelsestudie om synen på och användningen av formativ bedömning hos svenska och sydafrikanska lågstadielärare

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.

Logopeders bedömning av funktionell kommunikation hos personer med afasi : En enkätstudie riktad till logopeder i Sverige

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.

?Jag är inte som alla andra. Vad får jag för betyg?!? : En studie i bedömning och betygsättning av elever med funktionshinder i ämnet Idrott och Hälsa

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.

Bedömning : för en högre måluppfyllelse i matematik i grundskolans tidigare år

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.

Elevers perspektiv på bedömning för lärande

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..

Betyg, bedömning och sociala relationer : En studie om hider och möjligheter för likvärdig bedömning

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.

Lärares använding av formativ bedömning i matematikundervisningen : En observationsstudie av lärare i årskurs 4-6

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.

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