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Handledningens potential, examinationens låsningar: Om uppsatsmomentets konflikt mellan formativ och summativ bedömning
Stockholm University. Stockholm Univeristy.ORCID iD: 0000-0003-3579-2143
2016 (Swedish)In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1Article in journal (Refereed) Published
Abstract [en]

The argument raised in this article stems from the analytical distinction between summativeand formative assessment. While summative assessment demarks a measurablefixation of the student’s knowledge level at a given point in time, formative assessmentinstead aims to propel the learning process. Formative assessment becomes particularlymanifested in the educational moment of supervised essay writing. Continuous and flexiblefeedback is vital to the art of supervising. This practice of formative assessment is, inturn, key to the student’s possibilities for deep learning. A fruitful formula for formativeassessment and deep learning is to establish a horizontal relationship between supervisorand student, what Olga Dysthe has called the partnership model. This partnership relationis, as argued in this article, endangered by the examination practice’s constant insertion ofverticality into the student-teacher relationship. By limiting relational horizontality, theexamination locks the pedagogical potential that is naturally embedded in the relationalprocess of essay writing.

Place, publisher, year, edition, pages
Skövde, 2016. Vol. 10, no 1
Keyword [en]
Formative assessment, deep learning, examination, partnership model, power relations
Keyword [sv]
formativ bedömning, djupinlärning, examinering, partnership model, maktrelationer
National Category
Educational Sciences
Research subject
Educational Sciences in Arts and Professions
URN: urn:nbn:se:su:diva-132581OAI: diva2:952855
Available from: 2016-08-15 Created: 2016-08-15 Last updated: 2016-08-15

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Lundström, Markus
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