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Academic literature on the topic 'Summativ'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Summativ"

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Bjørkli, Knut, and Ketil Arnesen. "Kombinert summativ og formativ vurdering i matematikk." Uniped 38, no. 04 (November 11, 2015): 337–44. http://dx.doi.org/10.18261/issn1893-8981-2015-04-10.

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Dolin, Jens, Jan Alexis Nielsen, and Sofie Tidemand. "Evaluering af naturfaglige kompetencer." Acta Didactica Norge 11, no. 3 (September 28, 2017): 2. http://dx.doi.org/10.5617/adno.4702.

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Artiklen skitserer kort de sidste 40-50 års udvikling i naturfagene op til det nuværende fokus på undersøgelsesbaseret undervisning og udvikling af kompetencer. Den påpeger hvorledes mange traditionelle evalueringsformer, især brugt ved eksamen, ikke er i stand til at indfange de ønskede kompetencer, hvorfor de har svært ved at slå igennem i den daglige undervisning. Med udgangspunkt i en model af sammenhængene mellem formativ og summativ brug af evaluering argumenteres for nødvendigheden af større alignment mellem naturfagenes formål, pædagogik og evalueringsformer. Artiklen giver eksempler fra en række danske og internationale forskningsprojekter på udvikling og implementering af evalueringsformer, der kan indfange de nye læringsmål og som brugt formativt kan fremme deres læring. Den viser hvilke muligheder og udfordringer de rummer for lærere, og hvorledes en meget struktureret brug af evalueringer kan risikere at elevmotivationen forskydes fra en mestringsorientering hen mod en præstationsorientering. Afslutningsvis bliver der peget på forskellige måder til at håndtere modsætningerne mellem en formativ og en summativ brug af evalueringer. Dels gennem tiltag, der mindsker karakterpresset i skolen, og dels gennem udvikling af nye eksamensformer, der er i bedre overensstemmelse med en kompetenceorienteret undervisning.Nøgleord: kompetencer, evaluering, naturfag, motivation, karakterer Assessment of science competencesAbstractThe article briefly outlines the past 40-50 years of development in science education up to the current focus on inquiry-based teaching and competence development. It points out how many traditional forms of assessment, especially used for examinations, are unable to capture the desired competences, which makes them difficult to realize in daily teaching.Based on a model of the relationships between formative and summative use of assessment, it is argued for the need for greater alignment between the goals in science subjects, teaching and assessment. The article provides examples from a number of Danish and international research projects on the development and implementation of assessment methods that can capture the new learning objectives and which used formatively can promote their learning. It demonstrates what opportunities and challenges they have for teachers, and how a highly structured use of assessment may risk shifting student motivation from a mastering orientation towards a performance orientation. In conclusion, different ways are identified to deal with the contradiction between a formative and a summative use of assessment. Partly through actions that reduce the level of pressure in school for high marks, and partly through the development of new forms of assessment that are in better accordance with a competence-oriented education.Keywords: competences, assessment, science education, motivation, grading

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Bueie, Agnete. "Summativ vurdering i formativ drakt – elevperspektiv på tilbakemelding fra heldagsprøver i norsk." Acta Didactica Norge 9, no. 1 (March 3, 2015): 4. http://dx.doi.org/10.5617/adno.1300.

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Denne artikkelen handler om hvordan elever på ungdomstrinnet forstår og bruker skriftlige lærerkommentarer på heldagsprøvebesvarelser i norsk. Slike kommentarer gis ofte på sluttprodukter. I vurderingsforskning antas tilbakemelding på sluttprodukter å ha begrenset verdi som læring, og med denne studien ønsker jeg å se om en slik generell antakelse gjelder også i en norskfaglig kontekst. Det empiriske materiale består av elevtekster med lærerkommentarer, verbale protokoller og individuelle elevintervju for 18 elever. Verbale protokoller brukes for å studere elevenes forståelse av lærerkommentarene, og intervju brukes for å få dypere innsikt i hvordan elevene bruker kommentarene. Studien viser at elevene har liten bevissthet rundt vurderingskriterier. Men de leser vurderingene og viser i hovedsak adekvat forståelse av kommentarene de får. Når det gjelder oppfølging av kommentarene, gjør elevene det som blir forventet av dem. Noen av elevene må «rette» tekstene sine, mens andre er ikke forventet å gjøre noe med kommentarene. Dette gjør at elevene i liten grad bruker kommentarene videre i skrivearbeidet. Mens enkelte internasjonale studier rapporterer om at studenter i høyere utdanning ikke leser tilbakemeldingene (Hounsell, 1987) eller ikke forstår dem (Lea & Street, 1998), viser mitt materiale at elevene leser og forstår kommentarene, og de gjør det som forventes av dem i oppfølgingen. Ved å legge til rette for at elevene skal bruke kommentarene mer aktivt kan kommentarene få en sterkere formativ funksjon. 'Abstract This article presents a study conducted in Norwegian lower secondary school (grades 8-10). The aim of the study is to investigate how pupils understand and use the written feedback they get from their teacher on single draft texts. This feedback is often received after the writing task is completed. Some feedback researchers have pointed that feedback given after the task is completed has limited value for learning, and I want to investigate how pupils experience this. The data comprises of student texts with teacher comments, verbal protocols and individual interviews from 18 pupils at four different schools. The verbal protocols are used to study the pupils understanding of the teacher comments, and the interviews are used to gain a deeper insight into how the pupils use the feedback. The result of the study shows that the pupils have little awareness of assessment criteria, but they do read the feedback and they show an adequate understanding of the feedback. After getting feedback, the pupils only do what is explicitly expected of them, and it is not often expected that they use the feedback to revise of the texts. The feedback therefore works well in a summative function, but it has a weaker formative function because the assessment situations rarely require the pupils to make use of the feedback. Keywords: Writing, assessment, formative, summative, feedback, response.

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Østergaard, Lars Domino, and Diana Stentoft. "Artikelskrivning som eksamensform." Dansk Universitetspædagogisk Tidsskrift 8, no. 15 (September 1, 2013): 47–59. http://dx.doi.org/10.7146/dut.v8i15.7716.

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I denne artikel vil vi diskutere, hvordan studerendes arbejde med udformning af en videnskabelig artikel som afsæt for summativ evaluering af undervisningsmoduler, kan bidrage såvel til de studerendes oplevelse af motivation som til oplevelse af, at de gives muligheder for at udvikle konkrete akademiske kompetencer. Vi tager udgangspunkt i en række teoretiske overvejelser, der knytter den summative evaluering til begreber som autentiske rammer, kompetenceudvikling og motivation. Disse overvejelser supplerer vi med resultaterne af en konkret undersøgelse af et pilotforsøg gennemført ved 2. semester på kandidatuddannelsen i Idræt på Aalborg Universitet. I relation til to kursusmoduler har de studerende udarbejdet en videnskabelig artikel med afsæt i indsamlet empiri. Undersøgelsen viser, at de studerende i altovervejende grad er positive over for artikelskrivning som udgangspunkt for deres evaluering. Undersøgelsen viser videre, at de studerende oplever en følelse af motivation ved bl.a. at arbejde med selvvalgte problemstillinger. Hvorvidt de studerende faktisk udviklede kompetencer i forløbet, som de ikke kunne udvikle ved andre evalueringsformer, er fortsat ikke afdækket men vil være et naturligt næste genstandsfelt for undersøgelse. In this paper we discuss how setting students a scientific paper to write as part of their course module summative assessment may help motivate students and contribute to their academic competencies. We depart from theoretical considerations that connect summative evaluation to concepts of authentic frameworks, competence development and motivation, and instead argue that writing a scientific paper as part of evaluation may be both motivational to students and provide a framework for developing competencies. We supplement these observations by presenting the results from a study conducted in a 2nd semester master programme in sport science at Aalborg University, Denmark. Based on two course modules and collected empirical data the students wrote a scientific paper. The study revealed that the majority of students found writing scientific papers as part of their evaluation a positive experience. Furthermore, the study showed that students found working with a self-selected problem motivational. Whether the student developed competencies in the process, which they could not develop through other forms of evaluation, remains unclear. This would be a natural focus for further research.

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Kiesler, Natalie. "Medienkompetenzförderung im Lehramtsstudium der Goethe-Universität." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 17, Jahrbuch Medienpädagogik (August 14, 2020): 477–506. http://dx.doi.org/10.21240/mpaed/jb17/2020.05.19.x.

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In einer digital geprägten Welt stehen Lehrkräfte vor zahllosen Herausforderungen bezüglich der Mediennutzung in ihrem Unterricht. Kinder und Jugendliche konsumieren Medien durch soziale Netzwerke, Messenger und vor allem in Form von Videos, Filmen und Serien. An der Goethe-Universität werden die aktuellen bildungspolitischen und gesellschaftlichen Forderungen nach medienkompetenten Lehrkräften u.a. in der ersten Phase der Ausbildung aufgegriffen. Im hier vorgestellten bildungswissenschaftlichen Seminar «Mediendidaktik im Kontext Schule» werden Studierende daher unter Anwendung der Methode «Lernen durch Lehren» zur Produktion eigener Erklärvideos in Kleingruppen angeleitet. Dadurch werden die Studierenden zu Expertinnen und Experten, während sie den Videoerstellungsprozess kennenlernen und Mediennutzungskompetenzen ausbilden. Durch die Verzahnung mit Feedbackschleifen und Reflexionsaufgaben als Teil des studentischen Portfolios wurde der bewusste und reflektierte Umgang mit Medien in der späteren Berufspraxis angestrebt. Die Lehrveranstaltung wurde prozessbegleitend und anhand eines Online-Fragebogens summativ evaluiert. Die Ergebnisse zeigen zwar den anhaltenden Bedarf zur Instruktion während der Medienproduktion, aber vor allem das Interesse an digitalen Medien. Die Studierenden erlebten den Lernprozess als leistungsmotivierend, produktiv und betonten die Relevanz der Themen und Ziele des Seminars für die spätere Berufspraxis. Zukünftige Lehrkräfte können in jeder Ausbildungsphase von Praxiserfahrung im Umgang mit digitalen Medien profitieren und sollten dahingehend weitere Angebote während des Studiums und darüber hinaus erhalten.

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Haryudin, Acep, and Iman Santoso. "THE ANALYIS OF DISCRIMINATING POWER OF ENGLISH SUMMATIVE TEST." P2M STKIP Siliwangi 3, no. 2 (November 30, 2016): 59. http://dx.doi.org/10.22460/p2m.v3i2p59-67.628.

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Tujuan dari penelitian ini adalah untuk menganalisis daya pembeda dari tes sumatif bahasa Inggris kelas dua SMP N 2 Padalarang. Melalui penelitian ini, diharapkan guru maupun para pembuat tes mendapatkan pengetahuan, gagasan dan pemahaman cara membuat test yang baik dan benar terutama pada bagian kualitas daya pembeda tes summatif bahasa Inggris, sehingga guru atau para pembuat tes dapat menyuguhkan soal yang sesuai dengan standar dan membantu siswa- siswa yang mendapatkan nilai rendah. Penelitian ini dikategorikan sebagai penelitian analisis deskriptif karena penelitian ini menggambarkan kondisi objektif daya pembeda tes summative bahasa Inggris pada semester genap siswa kelas dua SMP N 2 Padalarang dengan menganalisis kemampuan butir – butir soal tes summative bahasa Inggris untuk membedakan kemampuan para siswa antara satu sama yang lainnya. Penelitian ini juga termasuk penelitian kuantitatif, karena peneliti menggunakan beberapa data penghitungan yang dianalisa dengan statistik. Hasil temuan penelitian ini menyatakan bahwa tes sumatif bahasa Inggris yang diujikan pada siswa kelas kedua SMP N 2 Padalarang memiliki daya pembeda yang baik, karena 35 item dengan kategori 0.25 sampai 0.75 atau 70% dari item tes telah memenuhi kriteria dengan daya diskriminasi positif.

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Gupta, Vivek. "Summative Approach for Slum Adolescents." International Journal of Preventive, Curative & Community Medicine 4, no. 1&2 (June 18, 2017): 97–100. http://dx.doi.org/10.24321/2454.325x.201705.

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LEVITT, JONATHAN B., and JENNIFER S. LUND. "The spatial extent over which neurons in macaque striate cortex pool visual signals." Visual Neuroscience 19, no. 4 (July 2002): 439–52. http://dx.doi.org/10.1017/s0952523802194065.

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We recorded activity of single units in macaque monkey primary visual cortex (V1) to define the retinotopic extent of the visual inputs that drive or modulate V1 neuron responses in parafoveal and peripheral (calcarine) cortex. We used high-contrast drifting grating stimuli to define the extent of the area over which responses summate and the extent of the receptive-field surround. We found responses of most V1 cells to summate over 1 deg, with a suppressive surround typically twice that in diameter, though for some cells (even in parafoveal V1) surrounds exceeded 13 deg in diameter. Surprisingly, we found no significant laminar differences in these dimensions or in the strength of surround suppression. We found that surround suppression in most cells arises from both the ends and sides of the receptive field. Our measures indicate that the strongest modulatory input arises from regions immediately adjacent to the excitatory summation area. These physiological measures suggest that the high-contrast summation field of V1 neurons can be accounted for by the sum of lateral geniculate nucleus (LGN) inputs offered to the local cortical column, with monosynaptic lateral connections within area V1 adding the larger dimensions of the low-contrast summation field and the near surround. Neither of these inputs suffice to explain the largest surrounds, which most likely derive from feedback from extrastriate visual areas.

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Seta, John J., and Catherine E. Seta. "Sensitivity to the Average and Summative Impact of Multiple Events: When “More is More” and When “More is Less”." Review of General Psychology 24, no. 1 (November 15, 2019): 75–93. http://dx.doi.org/10.1177/1089268019887716.

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How people respond to positive and negative events is a basic question in psychology. Most theoretical accounts assume that the detrimental impact of negative life events is cumulative, resulting in a “more is more” effect. A similar assumption of “more is more” is typically used to predict the influence of multiple positive life events, people’s reactions to evaluative stimuli (e.g., an audience), and their judgments of consumer goods. In this article, we present a model that suggests that these conclusions do not capture the full picture of how people respond to multiple positive or negative events. More specifically, the averaging/summation (A/S) model does not predict that the underpinnings of individuals’ responses to positive or negative events always reflect summative affective impact. Rather, individuals’ responses often reflect the average value of events, as well as their summative value. We review research supporting the model’s predictions and discuss alternative theories and interpretations, such as the conservation of resource model, the peak–end rule, mental accounting, distraction, and assimilation/contrast. In addition, we suggest new avenues for research.

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Mayfield, Dean L., Glen A. Lichtwark, Neil J. Cronin, Janne Avela, and Andrew G. Cresswell. "Doublet potentiation in the triceps surae is limited by series compliance and dynamic fascicle behavior." Journal of Applied Physiology 119, no. 7 (October 1, 2015): 807–16. http://dx.doi.org/10.1152/japplphysiol.00403.2015.

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Activation of skeletal muscle twice in quick succession results in nonlinear force summation (i.e., doublet potentiation). The force contributed by a second activation is typically of augmented amplitude, longer in duration, and generated at a greater rate. The purpose of this study was to examine force summation in a muscle attached to a compliant tendon, where considerable internal shortening occurs during a fixed-end contraction. The triceps surae of 21 ( Experiment 1) and 9 ( Experiment 2) young adults were maximally activated with doublet stimulation of different interstimulus intervals (ISIs) (5-100 ms) at several muscle lengths. Ultrasound images acquired from lateral gastrocnemius and soleus muscles allowed quantification of dynamic fascicle behavior. Force summation was muscle length dependent. Force augmentation was limited to a short muscle length. Lateral gastrocnemius and soleus fascicles underwent large amounts of active shortening and achieved high velocities in response to doublet stimulation, dynamics unfavorable for force production. Summation amplitude and the sensitivity of summation to ISI were dramatically depressed in the triceps surae after comparison to muscles with less fixed-end compliance. We propose that the internal shortening permitted by high series compliance limited force augmentation by offsetting and/or interfering with activation and cross-bridge processes driving augmentation. High series compliance may also reduce the sensitivity of the summated response to ISI, an assertion supported by predictions from a Hill-type muscle model. These muscles may exhibit greater force augmentation during more accustomed stretch-shorten tasks (i.e., hopping), where the compliance of the Achilles tendon actually enables near-isometric fascicle behavior.

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Dissertations / Theses on the topic "Summativ"

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Clarberg, Hans-Åke. "Bedömning summativ eller formativ." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28220.

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Kristensson, Charlie. "Hur summativ bedömning påverkar elevers självbild." Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42917.

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Denna uppsats undersöker huruvida det råder en motsättning mellan skolans uppdrag att ”stärka elevernas tro på sig själva och framtiden” och användandet av summativ bedömning i skolan, mer specifikt i ämnet samhällskunskap. Detta görs i första hand med stämplingsteori som teoretisk utgångspunkt, för att därigenom synliggöra hur summativ bedömning påverkar elevers syn på sig själva, samt om detta i sin tur får några konsekvenser för deras ambitioner och deltagande i skolan. Uppsatsen använder sig av en empiristyrd tematisk analys där insamlandet av materialet har gjorts genom semistrukturerade intervjuer med före detta elever. Resultatet som nåtts är att summativ bedömning i samhällskunskap till viss tenderar att påverka elevers självbild. Detta gäller särskilt elever vars skolgång präglats av underkända betyg, samt den elev som gått ut gymnasiet med höga betyg. De elever som inte går att beskriva som låg- eller högpresterande har i denna studie visat sig minst påverkade av betygsättning. Det vill säga att de inte upplever att betygen haft något inflytande över deras självbild.

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Renlund, Julia. "Formativ bedömning : En kvalitativ studie om hur fem lågstadielärare reflekterar kring formativ bedömning och formativt arbetssätt i sin undervisning." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31630.

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In this thesis I intend to write about how five primary school teachers reflect on formative assessment and how the formative assessment of students can take place practically according to teachers. My questions are: How do the five teachers perceive on formative assessment as a pedagogical approach? How do the teachers do to assess students’ knowledge? In what way do the teachers give feedback to students?The work is based on qualitative interview method where five elementary school teachers were able to reflect on their classroom practice with a focus on formative assessment. The theoryI have chosen to work from is the so-called five key strategies of formative assessment.These strategies are about; clarifying, communicating and creating understanding of the learning objectives and criteria for progress, to achieve effective classroom discussions, activities and learning data to show that learning has taken place, to provide feedback for learning forward, toenable students to become learning resources for one another, and to enable students to own their own learning. The results of the interviews showed that a formative approach lasted in a more implicit than an explicit meaning in classrooms. The formative approach was fairly a new phenomenon and had not begun in the larger extent of the interviewed teachers’ schools yet. Assessment materials were used to clarify the learning outcomes for students. Methods andactivities in the classrooms took place on a smaller scale in the form of discussions between students. Self-assessment was considered by most teachers as something they could not imagine or was considered to be too difficult for the students because of the children's young age. The results also showed that there is a great need to make time for evaluation and to gain knowledge of articulate, reflective subject issues to provide students with

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Löfgren, Daniel, and Erik Stenmo. "Används både formativ och summativ utvärdering i ett projekt?" Thesis, KTH, Industriell produktion, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-89894.

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In companies today, it is becoming more and more common for employees to work in a project based environment, as a result many companies have developed their own project models. Companies with a well developed product culture are striving to improve their existing models, and businesses relatively new in the marketplace are aiming to reach a high level of maturity as well as reach high levels of efficiency in the shortest time possible. As the number of mature and efficient companies with well developed project model increase, so does the level of competition in the market. Since a well developed project model often leads to a more efficient and accurate way of carrying out the project, which in turn leads to shorter delivery time towards the client. This is crucial as time is one of the most valuable parameters of competition in today’s business environment. As companies become more efficient in executing projects they are able to take on additional projects simultaneously, this means that you cannot afford to make the same mistake more than once, as it is unjustifiably expensive in time and money as well as labor. One way of avoiding the problem of repeating the same mistakes is to keep track of what went wrong on previous projects; one way of doing this is through evaluation, through project evaluation issues can be documented and analyzed consequently minimizing the possibility of repeated mistakes. Most people in key business positions are in agreement that evaluation is an effective way to analyze and develop their project models. However is evaluation a natural part of the project or is it something that is conducted merely due to some type of coercion, such as a request from the client. The purpose of this thesis is to examine if these evaluations are being carried out. After evaluating the completed interviews it becomes evident that the responses are unanimous, these responses demonstrate that both formative and summative evaluations are important parts of a project, however they find formative evaluations harder to implement into daily activities.
I dagens företagsverksamheter jobbar man mer och mer i projekt, många företag har plockat fram egna projektmodeller och har så kallade projektkontor. De företag som har en bra projektmognad strävar efter att bli bättre och de som är nya vill snabbt hitta en väg att uppnå en så stor mognad och effektivitet som möjligt på kortast möjliga tid. Att fler och fler skapar bra projektmodeller innebär också att konkurrensen om att få projekt till företagen blir allt hårdare, då en bra projektmodell oftast innebär ett effektivare arbete i projektet genererar detta att man kan erbjuda kortare leveranstider gentemot beställare. Och tid i dagens företagsvärld är en av de mest värdefulla parametrar man har att konkurrera med. I takt med att företagen blir mer effektiva i sitt utförande tar man också på sig fler projekt, detta innebär att man inte har råd att göra om samma misstag och skapa samma problem flera gånger. Att utvärdera sina projekt har flera ledande personer inom projektverksamheten börjat inse är en väg att gå för att få en dokumentation om vad som inte har fungerat som man ville i föregående projekt. Enligt flera källor är detta en ovärderlig information när det gäller att se över sina rutiner vid både genomförandet, upplägget och leveransen av projekten. Att utvärderingar är en bra väg att gå för att analysera och utveckla sin verksamhet är nog de flesta överrens om, men görs utvärderingar som en naturlig del av företagens verksamhet eller görs de oftast bara om det ligger någon form av tvång bakom. Syftet med denna uppsats är att ta reda på om man gör de utvärderingar som anses vara utvecklande för företagen. Genom de intervjuer som har utförts visar det sig att projektledare tycker att både formativa och summativa utvärderingar är bra att göra, men finner den formativa svårare att implementera i den dagliga verksamheten.

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Dahlrot, Erica. "En styrd frihet? Spänningen mellan Summativ och Formativ bedömning." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28302.

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I och med reformen och den nya läroplanen 2011 så har det skett förändringar på hur elever och kunskaper ska bedömas och även vilka kunskaper som ska bedömas. Läroplanen från 2011 innehåller betydligt många fler punkter än den tidigare från 1994. Det framgår tydligare vad det är som ska behandlas i de olika ämnena och vad syftet med dessa ska vara. Kunskapskriterierna är som tidigare målstyrda, det har även här blivit tydligare vad det är som ska bedömas och hur progressionen i bedömningen ska se ut. I och med att det är många saker som har förändras så har detta väckt många frågor hos både lärare, elever och vårdnadshavare. Vad är det som ska bedömas, hur ska man väga de olika förmågorna och progressionen i dessa förmågor så som fakta, förståelse, färdighet och förtrogenhet. Skolverket har i och med detta gett ut ett antal dokument för att förtydliga arbetet med betyg och bedömning. Fokus i arbetet kommer att vara skolverkets dokument angående bedömning och dessa läses med stöd av forskning. Jag har även gjort intervjuer med tre lärare för att få en bild över hur man som lärare kan arbeta med formativ och summativ bedömning. De lärare jag har intervjuat vittnar om att det både blivit tydligare vad som ska ingå i ett ämne och att det har blivit lättare att se individuella skillnader. Dock finns det inte så mycket tid att följa upp utvecklingen i elevernas lärande i och med att det är så mycket annat som ska göras. Det är tydligt att det är olika hur mycket tid lärarna har fått till att sätta sig in i arbete med de nya kunskapskriterierna och att man kan tolka dessa på mängder med olika sätt. Fokus bör enligt forskningen ligga på det formativa arbetet med eleven. Att läraren genom att kunna medvetligöra eleven om elevens egen utveckling göra så att eleven kan ta sig vidare i sitt lärande. Att läraren är medveten om vad eleven har uppfattat gör också att läraren kan omforma sin undervisning för att anpassa sig efter eleverna. Svårigheterna är när det formativa arbetet prioriteras bort pga. tidsbrist. Lärarna behöver mer tid att tillsammans diskutera igenom vad kunskapskriterierna innebär för respektive lärare och komma till en samsyn. Det är viktigt att man kan mötas på en likvärdig kunskapssyn och man utifrån det utformar sina lektioner och uppgifter. Undervisningen och bedömningen måste ha som fokus att utveckla eleverna. Med den arbetsmängd som lärarna har i dag så kommer man inte att fullt ut ha chans at utföra detta, med eller utan skolverkets styrdokument. Kan lärarna få tid tillsammans och tid för att ta till sig nya studier och forskning så kommer skolan att grundas på vad som är bästa för eleverna och deras lärande. Om målet med skolan och undervisningen får vara det formativa och den utvecklande delen av lärandet så kommer eleverna att lära sig mer och vara bättre rustade för att möta världen utanför samt framtiden.

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Ivarsson, Emma, and Therese Winqwist. ""Bedömning är ju att man ska sätta betyg" : En kvalitativ studie av lärares tankar om bedömning." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15563.

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Syftet med följande studie är att undersöka hur gymnasielärare kan resonera kring bedömning. Fokus ligger på huruvida respondenterna har ett i huvudsak formativt eller summativt förhållningssätt, samt vilka möjligheter respektive hinder de ser i formativa bedömningsmetoder. Empirin har insamlats genom intervjuer, och visar att respondenterna har en summativ syn på bedömning där betygsskalan är central. De möjligheter som ses i formativa metoder är ökad medvetenhet hos eleverna samt tydlighet gällande kursmål. De hinder som tas upp gäller elevernas mognad, lärarens osäkerhet och otillräckliga kunskap samt tidsåtgången.
The purpose of this study is to investigate how upper secondary school teachers reflect on assessment. The aim is to examine whether the interviewed teachers think of assessment in a summative or formative way, and also which possibilities and obstacles they see in formative assessment methods. The result shows that the teachers have a summative approach where the grades are central. The possibilities mentioned are the pupils’ increased awareness of their learning process and the clarification of the course objectives. The obstacles brought up consider the pupils’ immatureness, the teacher’s insecurity and insufficient knowledge, as well as the time limit.

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Angeling, August. "Summativ bedömning av elevtexter - En kvalitativ studie ur ett lärarperspektiv." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-73016.

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The purpose of this thesis is to examine how teachers in the swedish language subject perceive and experience summative assesment of students’ essays. A second purpose is to investigate how teachers go about doing summative assessments of students’ texts. This qualitative study used semi-structured interviews, ranging from 18 to 48 minutes in length, with a total of six teachers of the swedish language subject in upper and secondary school.. The results indicates that the teachers’ found it difficult and complex to make summative assesments of students’ essays for a variety of reasons. For exampel teachers must take into consideration numerous factors when converting their assessment into a grade. The teachers also replied that summative assessment of students’ texts is a very time-consuming and not so inspiring part of their professional practice. The teachers answered that they largely assessed the students texts on their own, but if they felt uncertain they could request help from a colleague. Most teachers agreed that it would be beneficial if all assessments of writing were done collaboratively, but that there is no time to co-evaluate. Several teachers also meant that the national exams function as help in their own assessment, as it became something to relate to.

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Stare, Joakim, and Lammin Jallow. "Komplexiteten i lärares bedömningsarbete : Skiftliga provkonstruktioner i samhällskunskap och bakomliggande faktorer som påverkar dem." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31620.

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The aim of this study is to examine the complexity of teachers’ assessment practice. It is divided into a two part-studies. The first part aims to determine what type of knowledge is tested in teachers’ written tests, and how they relate to the curriculum. To answer this we analyzed two tests from four different teachers. The second part aims to find out how different factors influence the teacher’s in his or hers test construction. To answer this we interviewed the four teachers who provided the test. Together, the two parts helps us to understand how tests work, as well as why they are constructed the way they are. The study uses two different theories as analytical tools. The first part of the study uses Bloom’s revised taxonomy to determine different types of knowledge. The theory is also used to determine the knowledge of the curriculum. The second theory, which relates to the second part of the study, is a frame factor theory, to define different internal and external factors that influence in a teacher’s work. Methods used in the study are text analysis for the teachers’ tests and the curriculum, and interviews for the frame factors. The results of the first part shows a discrepancy between the knowledge tested in the tests and the knowledge expressed in the curriculum. Most notable was the lack of questions requiring evaluating skills in the tests, while the curriculum mentions it 4 times out of 9 different requirements. The results of the second part showed that a number of factors influence teachers in their test construction. The main factor influencing teachers in the test construction, mentioned by all teachers, were lack of ‘social moderation’, i.e. working within assessment as a group and being able to discuss and reflect with colleagues. Other factors mentioned were time and organization, which were partly mentioned along with the responsibility or involvement of the head teacher.

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Eiderbrant, Lisa. "Summativ bedömning och dess positiva respektive negativa inverkan på elevers lärande." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-17852.

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Summativ bedömning har använts inom den svenska skolan under århundraden. Trots detta har denna typ av bedömning passerat relativt obemärkt genom åren. Under de senaste decennierna, när bedömning i högre grad uppmärksammats har den summativa bedömningens konsekvenser på lärandet ifrågasatts. I denna litteraturstudie sammanställs relevant forskning inom området för att tydliggöra den summativa bedömningens positiva och negativa effekter på elevers lärande. Studien redogör för de få positiva effekterna den summativa bedömningen har när den används i formativt syfte. Det redogörs också för de negativa effekter som den summativa bedömningen har för enskilda elevers lärande. Studien visar att det sätt som summativ bedömning traditionellt sett används i skolan är förödande för framför allt lågpresterande elevers motivation och ger dem bristfällig information om vidare lärande. Utifrån detta resultat diskuteras också i denna studie skolans lärandeuppdrag och dess krav på en likvärdig utbildning.

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Smith, Helén. "Bedömning och Lärande : Relationen mellan bedömning och lärande diskuterat ur ett lärarperspektiv." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3806.

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Under 2008 beslutade regeringen att lärare i grundskolan skall avge skriftliga omdömen i alla ämnen eleven undervisats i, från årskurs ett. Processen med att skriva omdömen skall leda fram till en mer gemensam syn på lärande och bedömning ute på skolorna. Syftet med föreliggande studie var att beskriva relationen mellan bedömning och lärande ur ett lärarperspektiv. Studien genomfördes med en deskriptiv design och fenomenografisk ansats. Data samlades in genom intervju med sex strategiskt valda grundskollärare. Det strategiska urvalet bestod av en spridning avseende kön, ålder, antal år som lärare och utbildning utöver lärarutbildning samt att de arbetade inom geografiskt spridda områden inom Halmstad kommun. I resultatet framkom fyra varierande beskrivningskategorier. Bedömning ledde till medvetenhet om elevers kunskapsnivå. Lärarna erfor att målrelaterade bedömningar användes till att göra eleverna medvetna om att det fanns mål att nå och visade på olika sätt och vägar att nå dit. Men det framkom även att den målrelaterade bedömningen styrde undervisningen innehåll. Lärarna menade att arbetet med kriterier till bedömningsmatriser, tog mycket tid och var ett arbete som ibland gick ut över lektionsplanering. Elevers delaktighet i bedömning påverkade deras lärande. Lärarna uttryckte att om eleven själv var involverad i sin egen bedömning uppstod en känsla av delaktighet, som ledde till att hon/han tog större ansvar för sin egen utveckling. I resultatet framkom att bedömning skapade motivation som främjade elevers lärandeprocess. Lärarna blev motiverade av att bedömningarna gjordes mer formativa och framåtsyftande. Studiens resultat visar betydelsen av att variera såväl undervisning och bedömningsform för att höja kvaliteten på lärandet och att lärarna är insatta i möjligheter och svårigheter som hänger ihop med respektive bedömningsform.
In 2008 the government decided that teachers in primary schools must submit written opinions on all subjects taught to the student from grade one. The process of writing reviews should lead to a more common approach to learning and assessment at schools. The purpose of this study was to describe the relationship between assessment and learning, from a teacher's perspective. The study was conducted with a descriptive design and phenomenographical approach. Data was collected through interviews with six strategically selected primary school teachers. The strategic sample consisted of a spread regarding sex, age, number of years as a teacher, education beyond teacher training and that they were operating in geographically dispersed areas in the Halmstad Municipality. The results revealed four different categories of description. Assessment led to the awareness of students knowledge. The teachers’ experience was that target-based assessments made students aware that there were goals to achieve and showed various ways to get there. But it was also found that the target-based assessments ruled the teaching content. Teachers felt that the work taken in determining the criteria for the assessment matrices took a large amount of time and was a job that sometimes took place instead of lesson planning. Students participation in the assessment affected their learning. Teachers expressed the opinion that if the pupil was involved in their own assessment there was a sense of ownership, which led to them taking more responsibility for their own development. The results showed that the assessments created motivation that promoted a student’s learning process. The teachers were motivated by the fact that assessments were more formative and proactive. Study findings show the importance of varying both the teaching and assessment form to improve the quality of learning and that teachers must be familiar with the opportunities and difficulties associated with each assessment form.

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Books on the topic "Summativ"

1

Tarasov, Vladimir. Summariĭ. Ierusalim: Alphabet, 1997.

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Tarasov, Vladimir. Summariĭ. Ierusalim: Alphabet, 1997.

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Koepf, Wolfram. Hypergeometric Summation. Wiesbaden: Vieweg+Teubner Verlag, 1998. http://dx.doi.org/10.1007/978-3-322-92918-1.

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Koepf, Wolfram. Hypergeometric Summation. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6464-7.

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Summation of series. 2nd ed. Mineola, N.Y: Dover Publications, 2005.

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Julien on summation. New York: Wiley Law Publications, 1986.

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von, Rezzori Gregor. Anecdotage: A summation. New York: Farrar, Straus, Giroux, 1996.

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Ross, Bertram. Methods of summation. Koriyama: Descartes Press, 1987.

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Ross, Bertram. Methods of summation. Koriyama, Japan: Descartes Press, 1987.

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Burke, Kay. Balanced assessment: From formative to summative. Bloomington, Ind: Solution Tree Press, 2010.

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Book chapters on the topic "Summativ"

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Neumann, Knut. "Summative Assessment." In Encyclopedia of Science Education, 1012–13. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_60.

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Neumann, Knut. "Summative Assessment." In Encyclopedia of Science Education, 1. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_60-3.

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Straub, Jeremy, Ronald Arthur Marsh, and David J. Whalen. "Summative Assessment." In Small Spacecraft Development Project-Based Learning, 151–73. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-23645-2_9.

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McComas, William F. "Summative Assessments." In The Language of Science Education, 104. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_93.

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Herkenhoff, Johanna. "Summative Evaluation." In Inklusiver Mathematikunterricht, 367–97. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29902-6_8.

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Volz, Austin, Julia Higdon, and William Lidwell. "Assessment, Summative." In The Elements of Education for Teachers, 9–10. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-5.

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Koepf, Wolfram. "The Gamma Function." In Hypergeometric Summation, 1–10. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6464-7_1.

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Koepf, Wolfram. "Introduction." In Hypergeometric Summation, 1–3. Wiesbaden: Vieweg+Teubner Verlag, 1998. http://dx.doi.org/10.1007/978-3-322-92918-1_1.

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Koepf, Wolfram. "Petkovšek’s Algorithm." In Hypergeometric Summation, 140–63. Wiesbaden: Vieweg+Teubner Verlag, 1998. http://dx.doi.org/10.1007/978-3-322-92918-1_10.

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Koepf, Wolfram. "Differential Equations for Sums." In Hypergeometric Summation, 164–82. Wiesbaden: Vieweg+Teubner Verlag, 1998. http://dx.doi.org/10.1007/978-3-322-92918-1_11.

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Conference papers on the topic "Summativ"

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West, Ryan, and Katherine Lehman. "Automated summative usability studies." In the SIGCHI conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1124772.1124867.

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Oberheu, Kent. "Transmigratory Summation." In ACM SIGGRAPH 2004 Art gallery. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1185884.1185947.

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Crisp, Geoffrey. "Summative Peer Review of Teaching." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7954.

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We describe the introduction of a summative peer review of teaching process at the institutional level for the purpose of providing additional, independent evidence of the quality of teaching for teaching awards and academic promotion. This paper will describe the introduction of a formal processes at two universities where the peer review reports are used for decision making purposes. We describe why it is important to separate formative peer review of teaching for professional devlopment and self-improvement purposes from summative peer review for high stakes deciusion making purposes.

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ABRAMOV, S. A., and M. PETKOVŠEK. "HYPERGEOMETRIC SUMMATION REVISITED." In Proceedings of the Waterloo Workshop. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812778857_0001.

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O'Mahony, T. "Assessing engineering learning: Formative, summative and dialogical." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530228.

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Zrnic, L., L. Korov, J. Petrovic, and P. Pale. "Students’ perception of summative peer review grading." In 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO). IEEE, 2020. http://dx.doi.org/10.23919/mipro48935.2020.9245112.

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Kovalerchuk, Boris. "Summation of linguistic numbers." In 2015 Annual Conference of the North American Fuzzy Information Processing Society (NAFIPS) held jointly with 2015 5th World Conference on Soft Computing (WConSC). IEEE, 2015. http://dx.doi.org/10.1109/nafips-wconsc.2015.7284161.

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Good, William V., Rowan Candy, Susan Burden, Susan M. Carden, and Anthony M. Norcia. "Spatial Summation in Amblyopia." In Vision Science and its Applications. Washington, D.C.: OSA, 1999. http://dx.doi.org/10.1364/vsia.1999.fb2.

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Nielsen, Jesper Kjaer, Tobias Lindstrom Jensen, Jesper Rindom Jensen, Mads Graesboll Christensen, and Soren Holdt Jensen. "Fast harmonic chirp summation." In 2017 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2017. http://dx.doi.org/10.1109/icassp.2017.7952189.

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Lim, Meng-Hui, Bok-Min Goi, SangGon Lee, and HoonJae Lee. "Hierarchical Dawson's Summation Generator." In 2007 International Conference on Convergence Information Technology (ICCIT 2007). IEEE, 2007. http://dx.doi.org/10.1109/iccit.2007.112.

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Reports on the topic "Summativ"

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Tucker Blackmon, Angelicque. iNoVATE Expansion Project Summative External Evaluation Report. Innovative Learning Center, LLC, September 2020. http://dx.doi.org/10.52012/ukxb1595.

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Miller, Nigel J. Alternative Forms of Formative and Summative Assessment. The Economics Network, December 2017. http://dx.doi.org/10.53593/n790a.

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Neubert, Matthias. Borel summation and momentum-plane analyticity in perturbative QCD. Office of Scientific and Technical Information (OSTI), February 1999. http://dx.doi.org/10.2172/10008.

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Williams, James H., Nagem Jr., Yeung Raymond J., and Hubert K. Comparison of Wave-Mode Coordinate and Pulse Summation Methods. Fort Belvoir, VA: Defense Technical Information Center, December 1986. http://dx.doi.org/10.21236/ada177795.

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Laurens, Lieve M. L. Summative Mass Analysis of Algal Biomass - Integration of Analytical Procedures: Laboratory Analytical Procedure (LAP). Office of Scientific and Technical Information (OSTI), January 2016. http://dx.doi.org/10.2172/1118072.

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Black, Graham. Characterization of Chemical Sources of N2(A3 sigma Summation of sub + u). Fort Belvoir, VA: Defense Technical Information Center, February 1989. http://dx.doi.org/10.21236/ada206604.

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Storksdieck, Martin, Cathlyn Stylinski, and Nicolette Canzoneri. The Impact of Portal to the Public: Creating an Infrastructure for Engaging Scientists in Informal Science Education Summative Evaluation. Corvallis, OR: Oregon State University, 2017. http://dx.doi.org/10.5399/osu/1124.

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Kim, K., N. A. Petersson, and A. Rodgers. Acoustic Wave Propagation Modeling by a Two-dimensional Finite-difference Summation-by-parts Algorithm. Office of Scientific and Technical Information (OSTI), October 2016. http://dx.doi.org/10.2172/1361603.

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McCready, R. G. L., and V. Sanmugasunderam. The Noranda contract reports on the prefeasibility study of in-place bacterial leaching: a summation. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1985. http://dx.doi.org/10.4095/307260.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.

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