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Assessment: A Continuous Process that Takes Place at the End?
Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
2008 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

     The hypothesis for this essay is: ”Teachers use assessment methods that are mainly summative and as a consequence student involvement in the assessment process is low, with too little focus on the goals of the education.” The primary aim is to investigate whether or not this hypothesis is true. To answer this, students were asked their opinions about assessment. Also, teachers were asked questions about assessment, to see if there is a correlation between students' and teachers' thoughts. The investigation was conducted through a questionnaire, which 46 students and three teachers answered. The students came from three different ninth grade classes.

     The results from the questionnaires indicate that mainly summative assessment methods are used since, for example, only 50% of the students know how they are being assessed. Also, when giving examples of assignments they get to do in class, most students gave answers that traditionally are connected with summative assessment. The results also show that student involvement in the assessment process is low, as 65% answered that they rarely or never get to self-assess, and they are only involved in planning subject areas sometimes. Also, a majority of 74% would like to have more personal conversations with their teacher about their development. However, most students feel that their teacher is clear about the goals and objectives of assignments.

     The conclusion reached in this essay is that the hypothesis was partly true. The teachers in this study use mainly summative assessment methods, and student involvement in the assessment process is low. On the other hand, teachers are good at explaining the educational goals. In a majority of the questions, students' and teachers' opinions about assessment coincide. However, the opinions differ greatly between the classes in all but two questions.

Place, publisher, year, edition, pages
2008. , 36 p.
Keyword [en]
Assessment, Feedback, Formative Assessment, Summative Assessment
National Category
Didactics
Identifiers
URN: urn:nbn:se:hj:diva-8045OAI: oai:DiVA.org:hj-8045DiVA: diva2:201288
Presentation
(English)
Uppsok

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Available from: 2009-03-04 Created: 2009-03-03 Last updated: 2009-03-04Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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