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Informell formativ bedömning i matematikundervisningen
Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
2013 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [sv]

Informell formativ bedömning är inte bedömning som tenderar att dokumenteras och sammanfattas till ett betyg, utan den bedömning som via dialoger i klassrummet hjälper läraren att avgöra vad eleverna kan eller om de hänger med i det läraren försöker förmedla. För att bedömningen sedan skall vara formativ krävs det att informationen som läraren får fram vid dessa dialoger används som grund i fortsatt undervisning. Syftet med den här studien är att fördjupa kunskapen om informell formativ bedömning inom matema- tik på gymnasieskolan. Vi vill undersöka hur lärare själva menar att de använder informell formativ bedöm- ning i undervisningen utifrån en teori som tillskriver informell formativ bedömning ett antal strategier. För att kunna göra detta kommer vi genomföra kvalitativa intervjuer. Det visade sig att vårt resultat kom att skilja sig från tidigare forskning med liknande teoretisk utgångs- punkt. Denna skillnad kan bero på att vissa strategier används omedvetet av lärarna. Om lärare blir mer medvetna om strategier de använder omedvetet eller strategier de inte använder alls får de en större repertoar av strategier att använda i klassrummet. Detta tror vi kan leda till att undervis- ningskvalitéten ökar och därmed ger elever en bättre chans att lära.

 

Abstract [en]

Informal formative assessment is not the assessment that tend to be documented and summarized to a grade, but the assessment through dialogue in the classroom that helps teachers to determine what students know or if they can keep up with what the teacher trying to convey. For the assessment to be formative its required that the information that the teacher collects/gathers in these dialogues is used as a basis for further teaching. The purpose of this study is to widen the knowledge of informal formative assessment in mathematics in secondary school. We wanted to examine how teachers themselves say that they use informal formative assessment in every day teaching based on a theory that ascribes informal formative assessment a number of strategies. To do this, we used qualitative interviews. It turned out that our results were to differ from previous research with similar theoretical basis. Perhaps the differences demonstrate strategies that teachers use unconsciously. If teachers become more aware of the strategies they use unconsciously or strategies they are not using at all, they get a larger repertoire of strategies to use in the classroom. We believe this could lead to an increase in teaching quality, and therefore give students a better chance to learn.

 

Place, publisher, year, edition, pages
2013. , 56 p.
Keyword [en]
Informal formative assessment, mathematics, ESRU-model, qualitative interviews
Keyword [sv]
Informell formativ bedömning, Matematik, LEIA-cykel, kvalitativa intervjuer
National Category
Didactics Learning Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-64108OAI: oai:DiVA.org:umu-64108DiVA: diva2:600112
Subject / course
Examensarbete för lärarexamen
Educational program
Teacher Education Programme
Uppsok
Social and Behavioural Science, Law
Available from: 2013-02-27 Created: 2013-01-15 Last updated: 2013-02-27Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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Output format
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