Search for dissertations about: "Assessment interviews"
Showing result 1 - 5 of 541 swedish dissertations containing the words Assessment interviews.
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1. Assidere Necesse Est : Necessities and complexities regarding teachers’ assessment practices in technology education
Abstract : This thesis focuses on teachers’ assessment practices in primary and lower secondary schools for technology education (Sv. Teknik). It is grounded in my prior experience as a teacher but also addresses the national and international research fields of technology education and assessment. READ MORE
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2. Backstage pedagogy : Compulsory school pupils’ informal social strategies when dealing with formal individual writing assignments for assessment
Abstract : Over the last decades, formal schooling has changed towards an enhanced focus on the individual pupil’s achievements. This comprises formative assessment such as visualizing pupils’ learning processes, as well as summative assessment in terms of increased number and importance of National tests. READ MORE
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3. Just assessment in school : - a context-sensitive comparative study of pupils' conceptions in Sweden and Germany
Abstract : This thesis examines pupils’ justice conceptions regarding educational assessment. Due to the context-dependency of norms and values as well as of assessment, the study compares the justice conceptions of pupils in two different’socio-educational’ contexts: Sweden and Germany. READ MORE
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4. Assessment in Multilingual Schools : A comparative mixed method study of teachers’ assessment beliefs and practices among language learners - CLIL and migrant students
Abstract : This thesis presents the results from two research projects on teachers’ assessment beliefs and practices in multilingual education. Study I involved teachers of biology, history or English as a foreign language (EFL) in Swedish upper secondary Content and Language Integrated Learning (CLIL) schools, grades 10-12, where English is used as the medium of instruction. READ MORE
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5. Assessment for learning : a case study in mathematics education
Abstract : The aim of this study was to introduce a formative-assessment practice in a mathematics classroom, by implementing the five strategies of the formative-assessment framework proposed by Wiliam and Thompson (2007), in order to investigate: (a) if this change in assessment practices had a positive influence on students’ mathematical learning and, if this was the case, (b) which these changes were, and (c) how the teacher and students perceived these changes in relation to the new teaching-learning environment. The study was conducted in a mathematics classroom during the students’ first year in upper-secondary school. READ MORE