Lärares använding av formativ bedömning i matematikundervisningen
En observationsstudie av lärare i årskurs 4-6
Formative assessmentKey strategiesObservationMathematics4th - 6th gradeFormativ bedömningNyckelstrategierObservationMatematikårskurs 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. There are five key strategies for formative assessment and all strategies should be used to create as good conditions as possible for the students? knowledge development. Key strategy 1 is that teachers must clarify intentions and knowledge criteria for students. Key strategy 2 involves the teacher to elicit evidence of students? learning through questions for example. Key strategy 3 is that the teacher should give feedback that moves the student forward. Key strategy 4 is to activating students as resources for each other and finally key strategy 5 is to activate students as the owner of their learning. The results show that teachers use all strategies but some use them more than other teachers. Teachers use about one third of the time of a full week teaching time to work with key strategies. The first key strategy is the most common strategy and the fourth strategy is given most of the time, even if it?s not used during all lessons.