Search for dissertations about: "Authentic assessment"

Showing result 1 - 5 of 26 swedish dissertations containing the words Authentic assessment.

  1. 1. Educative assessment for/of teacher competency : a study of assessment and learning in the ”Interactive examination” for student teachers

    University dissertation from Malmö : School of Teacher Education, Malmö University

    Author : Anders Jönsson; Gunilla Svingby; Mien Segers; [2008]
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Authentic assessment; Formative assessment; Learning; Reliability; Performance assessment; Scoring rubrics; Teacher education; SOCIAL SCIENCES Social sciences Education; SAMHÄLLSVETENSKAP Socialvetenskap Pedagogik;

    Abstract : The aim of this dissertation is to explore some of the problems associated with introducing authentic assessment in teacher education. In the first part of the dissertation the question is investigated, through a literature review, whether the use of scoring rubrics can aid in supporting credible assessment of complex performance, and at the same time support student learning of such complex performance. READ MORE

  2. 2. Assessing Scientific Literacy as Participation in Civic Practices Affordances and constraints for developing a practice for authentic classroom assessment of argumentation, source critique and decision-making

    University dissertation from Stockholm : Department of Mathematics and Science Education, Stockholm University

    Author : Jens Anker-Hansen; Maria Andrée; Per-Olof Wickman; Aik Ling Tan; [2015]
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; scientific literacy; assessment; authentic; communities of practice; expansive learning; argumentation; peer assessment; moderation meetings; naturvetenskapsämnenas didaktik; Science Education;

    Abstract : This thesis takes a departure from a view of scientific literacy as situated in participation in civic practices. From such a view, it becomes problematic to assess scientific literacy through decontextualised test items only dealing with single aspects of participation in contexts concerned with science. READ MORE

  3. 3. Educative assessment for/of teacher competency. A study of assessment and learning in the "Interactive examination" for student teachers

    University dissertation from Malmö University

    Author : Anders Jönsson; [2008]
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; authentic assessment; formative assessment; learning; reliability; performance assessment; scoring rubrics; teacher education; validity; formativ bedömning; bedömningsmatriser; bedömning;

    Abstract : Syftet med den här avhandlingen är att studera några av de problem som är förknippade med implementering av så kallad autentisk bedömning i lärarutbildningen. I den första delen av avhandlingen undersöks, genom en litteraturöversikt, huruvida användningen av bedömningsmatriser kan fungera som ett stöd för ökad tillförlitlighet och trovärdighet vid bedömning av komplexa kompetenser, samtidigt som matriserna även stöttar studenternas lärande. READ MORE

  4. 4. Educative assessment for/of teacher competency. A study of assessment and learning in the "Interactive examination" for student teachers

    University dissertation from Malmö University

    Author : Anders Jönsson; [2008]
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; lärande; formativ bedömning; autentisk bedömning; tillförlitlighet; validitet; bedömningsmatriser; teacher education; validity; learning; reliability; performance assessment; scoring rubrics; Authentic assessment; lärarutbildning; formative assessment;

    Abstract : The aim of this dissertation is to explore some of the problems associated with introducing authentic assessment in teacher education. In the first part of the dissertation the question is investigated, through a literature review, whether the use of scoring rubrics can aid in supporting credible assessment of complex performance, and at the same time support student learning of such complex performance. READ MORE

  5. 5. Assessment for learning a case study in mathematics education

    University dissertation from Malmö högskola, Fakulteten för lärande och samhälle

    Author : Andreia Balan; [2012]
    Keywords : NATURVETENSKAP; NATURAL SCIENCES; assessment for learning; scoring rubrics; peer assessment; peer feedback;

    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