Lärare och elevers attityder kring feedback - En studie inom SO på mellanstadiet
Swedish school children's results have deteriorated in recent years and formative assessment is, in accordance with previous research, a way to develop students' learning and performance. A part of formative assessment is based on feedback that students should receive before, during and after a new assignment. In this study, we want to find out how students and teachers apprehend students' development in relation to feedback and what general attitudes towards feedback can be seen in both parties. The literature and theory discussed is linked to formative assessment, both at international and national level where many important aspects of formative assessment are essential in relation to pupils' further development. The theories are based heavily on human interaction and socio-cultural perspective as a concept. The empirical data process qualitative interviews held with 3 teachers and 26 students in fourth and sixth grade. Based on these results it was possible to see that the teachers were aware of the good effects of formative assessment but they had difficulties using this in practice. Many students did not feel that they received enough feedback to understand the meaning of the teaching, nor the specific tasks that they were meant to carry out. Verbal feedback was preferable from both teachers and students where the lack of time and tools was the reason for teachers not to use written feedback. The students wanted more of a dialogue with the teacher where they felt it was easier to understand the information when one could ask follow-up questions directly.