Att se var eleverna befinner sig och leda dem framåt.
Ett arbetslags arbete med formativ bedömning i grundsärskolan inriktning träningskolan.
Bedömning för lärandeFormativ bedömningGrundsärskolaIntellektuell funktionsnedsättningKognitiv funktionsnedsättningTräningsskola
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. In the class there were six pupils (3 girls and 3 boys) and in the staff there were two teachers and three assistants. The result show that the staffs communications skills and relational work is an important factor for the formative assessment. To meet the pupils in their development the staff had to use both intellectual and material tools in order to make it possible for the pupils to participate in the formative process.