Formativ bedömning på lågstadiet
En kvalitativ jämförelsestudie om synen på och användningen av formativ bedömning hos svenska och sydafrikanska lågstadielärare
Formative assessmentSummative assessmentAssessment for learningPrimary schoolLgr11CAPSFormativ bedömningSummativ bedömningBedömning för lärandeLågstadiumLgr11CAPS
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. The following two research questions were sought to be answered:What does the term assessment in primary school mean to the interviewed teachers?How do the teacher use assessment to support pupils? learning process?The investigation was conducted with semi-structured interviews. In total, four Swedish teachers and four South African teachers were interviewed. The result shows that there is a desire among teachers to achieve a learning assessment in school. The interviewed teachers seem to find it difficult to transform theoretical knowledge about formative assessment into practical teaching. The results of the investigation also shows that there are many factors, for example developing skills, that are in need of changes in order for pupils to perceive visibility, participation and responsibility in the process of assessment at the same time as the assessment should supports pupils? learning.