Lärares uppfattning och användning av formativ bedömning

Abstract

The structure of society should be reflected within the school and school work, and hence working with formative evaluation is of high importance. The Swedish society is represented by humans from different backgrounds, experience and religions. This increases the importance of the work for and within school and education in order to give the students a chance manage the balance between school and spare time. Within the boundaries of this essay, I have studied teachers’ views and opinions about using formative evaluation and how this method is expressed during the education. The teachers’ view of the formative evaluation is what will determine how he or she chooses to work with this educational method. Teachers’ profession and attitude toward formative evaluation is to a large extent one of the crucial factors that will determine the students’ education. Because of this, the essay aims to investigate how some teachers for students within the year F-3 view and use formative evaluation within their own work. The study contains aspects from both newly examined as well as more experienced teachers, which shows differences between teachers depending on at which time they have conducted their teacher’s education. The results from the study show that the Swedish school is facing a lot of challenges with large groups of students per class and a tight time schedule. These challenges are factors that the interviewed teachers consider harmful, and a negative effect is that formative evaluation cannot be used to a desired extent. Consequences that arise from this are that students with diverse levels of knowledge are not given a fair chance to create awareness about where they stand in terms of grades and knowledge, what areas they need to train and improve, or what the final objectives are.