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Bedömning som gemensam angelägenhet - enkelt i retoriken, svårare i praktiken. Elevers och lärares förståelse och erfarenheter


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Title: Bedömning som gemensam angelägenhet - enkelt i retoriken, svårare i praktiken. Elevers och lärares förståelse och erfarenheter
Authors: Gyllander Torkildsen, Lisbeth
E-mail: lisbeth.gyllander.torkildsen@gu.se
Issue Date: 27-Apr-2016
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education and Special Education ; Institutionen för pedagogik och specialpedagogik
Parts of work: Artikel 1: Gyllander Torkildsen, L. & Erickson, G. (2016, forthcoming). 'If they'd written more...’ On students' perceptions of assessment and assessment practice. Education Inquiry.

Artikel 2: Gyllander Torkildsen, L. Accessible and reciprocal assessment practices. Arrangements shaping development. Submitted, in review for publication.

Artikel 3: Gyllander Torkildsen, L., Langelotz, L., Tyrén, L. & Rönnerman, K. Collaboration in Action Research studies – enablings and constraint. Submitted, in review for publication.
Date of Defence: 2016-05-20
Disputation: Fredagen den 20 maj, kl 13.00, Göteborgs universitet, Pedagogen, Hus A, Sal AK2 136
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
387
Keywords: assessment
assessment practices
student agency
reciprocity
construct validity
practice architectures
school development
action research
Abstract: The thesis focuses on students’ understanding of assessment and their agency in assessment practices. It discusses assessment in relation to arrangements that shape students’ and teachers’ mutual assessment practices. The study is based on a development project in a secondary school, involving 25 students and 9 teachers. It uses an action research approach and was carried out between 2010 and 2014. The aims of the study were to generate knowledge (1) on students’ understanding of assessment and ... more
ISBN: 978-91-7346-877-0 (tryckt)
978-91-7346-878-7 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/42264
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik och specialpedagogik

 

 

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