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Muntlig examination som bedömningsverktyg
Stockholm University, The Stockholm Institute of Education.
Responsible organisation
2007 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Sammanfattning Denna studie redovisar resultatet av en kvalitativ intervjuundersökning angående muntlig examination inom vuxenutbildningen. Syftet med studien var att undersöka användandet av muntlig examination vid slutprov av kurser inom den gymnasiala och grundläggande vuxenutbildningens Omvårdnadsprogram och Barn- och fritidsprogram. Intervjuerna genomfördes vid tre skolor där sammanlagt nio personer intervjuades. En skolledare och två lärare intervjuades vid respektive skola. Intervjumaterialet bearbetades genom två kategoriseringar. Resultatet av studien visade att lärarna inom Omvårdnadsprogrammet sällan använde muntlig examination vid slutprov av kurs. Lärarna inom Barn- och fritidsprogrammet använde muntlig examination kontinuerligt under kursernas gång men sällan som slutprov av kurs. Muntlig examination användes av samtliga lärare som komplettering till skriftlig examination samt om studerande har svårt att uttrycka sig skriftligt, om studerande har språkproblem av dyslektisk natur eller om studerande finner examinationssituationen obehaglig vid skriftliga examinationer. Lärarna angav att för att få en så komplett bild av studerandes kunskaper som möjligt behöver de genomföra en kombination av olika typer av examinationer under samtliga kurser.

Abstract This report reveals the result of a qualitative study about oral examination in adult education. The purpose of the report was to investigate the use of oral examinations as the end-of-course exam at schools for adult educations in healthcare and Pre-school teaching. The interviews took place at three schools for adult education where one principal and two teachers at each school were interviewed. The result of the study revealed that teachers working at the health care educations seldom used oral examination as end-of-course exams. The teachers working at the Pre-school educations used oral examinations continuously during all courses but seldom as end-of-course exams. All teachers interviewed used oral examinations as a complement to written examinations. Oral examinations were also carried out to students having difficulties performing written examinations for different reasons and to students with dyslectic linguistic difficulties. All teachers pointed out the need of different types of examinations during each course in the programmes, in order to get the most complete picture of the students’ knowledge in all subjects.

Place, publisher, year, edition, pages
2007.
Keyword [sv]
vuxenutbildning, examination, bedömning, intervju, kvalitativ studie
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:su:diva-7808OAI: oai:DiVA.org:su-7808DiVA: diva2:199072
Uppsok
samhälle/juridik
Available from: 2008-05-16 Created: 2008-05-16Bibliographically approved

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Type fulltextMimetype application/pdf

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Pedagogy

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CiteExportLink to record
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Citation style
  • apa
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  • nn-NO
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  • Other locale
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Output format
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