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Effekten av formativ bedömning: En studie kring effekterna av formativ bedömning i anknytning till kunskapssyn, problemlösningsförmåga och attityd
Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
2010 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
Abstract [en]

This essay examines if formative assessment causes any impact on upper secondary school students results in social science. Other questions asked are which group of students benefits most from formative assessment and if any connections can be found between the students result and their cognitive approach to learning, problem solving capability and attitude to school.

Two classes from a school in Stockholm were chosen to participate in the study. The theoretical framework is mostly based on former research performed by Black and William (1998, 2003). Multiple methods were used, including an experiment with a parallel-group design with two groups, a survey and a problem solving test. Statistics is used to describe and analyze collected data.

Both groups were taught during five lessons in the same field of knowledge with the same kind of teaching, apart from formative assessment. After treatment the two groups undertook a written test.

Results showed a significant difference in performance for the two classes, with the treatment group performing up to fifteen percent better in abstract thinking. Research data shows that formative assessment had the biggest impact on high performing student’s results. A strong correlation was found between student’s cognitive approach and their score on the written test. Another significant correlation was found between student’s problem solving capability and their score on the test, especially students with a low problem solving capability performed poorly on the written test. To conclude, the study did not reveal the directions of these correlations and possible interpretations are discussed.

Place, publisher, year, edition, pages
2010.
Keyword [sv]
Formativ bedömning, kunskapssyn, problemlösningsförmåga, attityd till skolan
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:su:diva-40241OAI: oai:DiVA.org:su-40241DiVA: diva2:323053
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2011-02-23 Created: 2010-06-09 Last updated: 2011-02-23Bibliographically approved

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Pedagogy

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • 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