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"Formativ bedömning är jättebra på grundsärskolan! Om jag inte hade fått använda det vad hade jag haft för alternativ då"?: Bedömningsarbete i grundsärskolan, inriktning ämne
Kristianstad University, Faculty of Education.
Kristianstad University, Faculty of Education.
2019 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Formative assessment is great in Swedish compulsory special school! If I hadn't been using it what had the option been then "? : The assessment work in Swedish compulsory special school, focus subject (English)
Abstract [en]

The purpose of the study is to investigate the formative assessment work in Swedish compulsory special school, for students who read focus subject. The questions are how special educators working with formative assessment in different ways, and how they make the knowledge requirements visible by artefacts as the use of image support, alternative communication, digital tools and more.

Theoretical approach consists of previous research on formative assessment. Sociocultural perspective has been used to analyse the results. Qualitative methods in the form of five observations and five interviews were used for the collection of empirical data.

Results show that educators are working consistently with formative assessment in different ways and that teacher’s give students feedback for learning forward. In the categories peer assessment and the visibility of the knowledge requirements, it appears on the basis that it appears less in teaching.

The study's implications based on the results is to make visible the objectives for students and help them to their own development. It also contributes to further research on the importance of students with intellectual disabilities may need alternative individual adaptations for perceiving information and communication about learning objectives and criteria.

The work of visible learning and make students involved in their own development becomes more complicated when the curriculum and syllabuses exist only as text documents. Teachers need to create own image support in the student's immediate environment to increase the possibility for communication about the student's knowledge of the formative process

Place, publisher, year, edition, pages
2019.
Keywords [en]
Formative assessment, intellectual disability, visible learning, feedback, Swedish compulsory special school
Keywords [sv]
Formativ bedömning, Intellektuell funktionsnedsättning, synligt lärande, feedback, grundsärskolan
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-19595OAI: oai:DiVA.org:hkr-19595DiVA, id: diva2:1333256
Educational program
Special Education Teacher Programme
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2019-07-05 Created: 2019-07-01 Last updated: 2019-07-05Bibliographically approved

Open Access in DiVA

fulltext(978 kB)13 downloads
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File name FULLTEXT01.pdfFile size 978 kBChecksum SHA-512
1d39fdf233888d13b9ec30b3bffc9b0ad860271c2b923ea48215a30f158549d89e52bda3e9007f9297a6eb8c3a5c82b4c4853d883448706d134b36fc28806a05
Type fulltextMimetype application/pdf

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Lund, JennyLindfors, Sylvia
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf