"Lätt är det inte, men det är inga svårigheter heller"
En studie om vad lärare i idrott och hälsa använder för verktyg vid bedömning och betygssättning
AimThe purpose of this study is to examine which tools teachers, teaching physical education, are using for assessment and grading in primary schools.IssuesHow it is perceived by teachers to assess and grade the students? How have the assessment and grading tools been developed?How do the teachers document what they assess and grade?How do the teachers communicate to the students what they assess and grade?MethodThe study has a qualitative approach in which the study design is represented by several semi-structured qualitative interviews. The semi-structured interview guide was authored using the foundations of ramfaktorteorin and an overall hermeneutisk approach. The interviews were then carried out with six physical education and health teachers from the Stockholm area. The interviews were recorded with a voice recorder and transcribed. Responses were categorized based on a hermeneutisk approach and interpreted using ramfaktorteorin.ResultsThe teachers find it both positively and negatively to evaluate and grade their students. The major constraints mentioned by the teachers are time, knowledge and large groups of students, while the most common conditions for grading are Lgr11 and motivation. For assessment and grading different tools are used (Lgr11, notes, discussions among colleagues and written assignments) that are developed by Skolverket, in consultation with colleagues, individually or by independent schools leadership. To document the students, teachers particular utilizes assessment tools like matrices and journals developed from Lgr11 and also notes in various ways. Communication between students and teachers is done through both direct (formative feedback and lesson briefings) and indirect communication (message boards, logs, internet and distributed documents) where it primarily is the Internet, performance reviews and the students own interests that govern the teachers? communication.ConclusionsThe assessment tools that the teachers in this study use for assessment and grading in physical education proves to be Lgr11, discussions among colleagues, written assignments of various kinds and notes written by the teacher when necessary. Some teachers have a more well-developed approach to the grading and assessment than others, which is reflected in their assessment tools. The study thus shows that more research and development, and knowledge of assessment and grading are required in order to develop appropriate assessment tools for teachers of physical education and health.