Formativ bedömning på anpassad grundskolas fritidshem

: Hur gör pedagogerna för att stödja elevernas utveckling och lärande?

Abstract

The study is about formative assessment at the after- school center in the adapted
elementary school. The lack of relevant research is clear, at the same time it was
one of the reasons for choosing the research area, as the possibility of filling a
knowledge gap became clear. The purpose of the study is to investigate how the
educators work with formative assessment. Observations were carried out to
investigate how formative assessment was expressed in the meeting between
teacher and student. After observation, a semi-structured interview was conducted
with the pedagogue who was responsible for the planned activity, where the
questions were about how the pedagogue sees the role of assessment. In the
analysis of the study's results, the sociocultural perspective has been the study's
chosen theory, with a focus on the proximal development zone, mediation and
appropriation.
The results of the study show that the teachers provide formative assessment in
order for the students to become independent. The educators make adjustments
and work a lot with repetition so that the assessment leads to improving the
students' performance. The staff uses speech, body language, gestures, widget
images and sign language when they provide formative assessment. The most obvious difficulty with formative assessment was that the lack of joint planning
time meant that collegial conversations about the assessment did not occur.

Date of Award	2023-May
Original language	Swedish
Supervisor	Kristina Westlund (Supervisor), Erika Hansson (Assessor) & Sara Lenninger (Examiner)