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.
This is a study on the literature selection that Swedish upper secondary school teachers use when teaching Swedish, and the underlying motives and factors contributing to the selection of certain literature. Two questions form the basis for the study:Is there an implicit canon in the teaching of Swedish in upper secondary school, and if so what literature does it consist of? Against what background and knowledge do teachers select the literature they use in their teaching? To answer the two questions, a qualitative questionnaire study answered by 14 upper secondary school teachers of Swedish has been performed. The results show that the selections of litera- ture teachers make have connections to a literary canon. The similarities are greater between the authors teachers use than between the works they use by these same authors. The literature that is taught in school can be said to reflect a male, white and western perspective.The most common reason why a certain work has been selected is that the work is part of the cultural history and heritage and also part of the basic general knowledge. When teachers make their selection they are affected by things in their near surroundings like colleagues, the book selection of the school, students, curricula and to a lesser extent their own interests. A literary canon, textbooks and education have had a great impact historically on the literature taught in school, but nowadays teachers believe themselves less influenced by these things.