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When theory and practice don't match: Teachers' interpretation of a formative assessment model
Umeå University, Faculty of Social Sciences, Department of applied educational science.
Umeå University, Faculty of Social Sciences, Department of applied educational science.
2010 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The Swedish school system is based on a goal-referenced model but with less regulation than in most other systems. The idea is that the methods used for reaching the goals should be subordinate the outcome. The purpose is to enable the teachers the freedom to individualise education and use the most appropriate assessment method for each situation, which in turn will be beneficial for student learning. Formative assessment is a key component in this process. However, this model does not seem to be entirely successful, since evaluations of student performance shows a decrease over time and also increased gaps between student groups.  This presentation describes the first study in a project that investigates how formative assessment is carried out in Swedish schools. The presentation describes a common formative assessment model that is used in a Swedish elementary school (ages 14-16) and the problems that the teachers are experiencing when trying to carry it out in practice. Plausible reasons are discussed and a revised version of the model is presented.

Place, publisher, year, edition, pages
2010.
Keyword [en]
formative assessment
Research subject
didactics of educational measurement
Identifiers
URN: urn:nbn:se:umu:diva-37576OAI: oai:DiVA.org:umu-37576DiVA: diva2:368503
Conference
Association of Educational Assessment - Europe 11 the Annual conference, Oslo, Norway
Available from: 2010-11-09 Created: 2010-11-09 Last updated: 2010-12-09Bibliographically approved

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Wikström, ChristinaAlmarlind, Pia

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CiteExportLink to record
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Citation style
  • apa
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  • fi-FI
  • nn-NO
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  • Other locale
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Output format
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  • text
  • asciidoc
  • rtf