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A study of Formative Assessment Strategies in Teachers' School-Based In-service Training

Artikel i vetenskaplig tidskrift
Författare Eva Nyberg
Mona Holmqvist Olander
Publicerad i International Journal of Learning, Teaching and Educational Research
Volym 11
Nummer/häfte 1
Sidor 53-74
ISSN 1694-2493
Publiceringsår 2015
Publicerad vid Institutionen för didaktik och pedagogisk profession
Sidor 53-74
Språk en
Länkar www.ijlter.org/index.php/ijlter/art...
Ämnesord Formative assessment, Classroom study, Elementary school, Varation theory, Learning study
Ämneskategorier Utbildningsvetenskap, Didaktik

Sammanfattning

The aim of this study was to explore a team of teachers’ (n=4) use of theoretically based formative assessment strategies within the course of a learning study. The thematic analysis is based on video observations of teachers’ discussions during planning meetings, teaching in the classroom and evaluation meetings. The subject-specific content focused on learning about fractions, specifically the concepts of double and half, in three groups of six- to seven-year-old students (n=51 in total). An iterative process was used in which the teachers in the study used video recordings as a tool for analyzing their work in the classroom. The thematic analysis shows that the use of a general learning theory – variation theory ­– strengthens the effect of the teachers’ formative assessment. Without explicit use of the assumptions from the theoretical framework, the formative assessment strategies had only a minor impact on students’ learning outcomes.

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