Assessment Support as Part of Teacher Duties in the Subject of Swedish at the Elementary Level

Linda Fälth, Thomas Nordström, Ulrika B. Andersson, Stefan Gustafson

Abstract


 The aim of this study was to examine and describe the use of a formative assessment support regarding reading instruction in grades 1-3, viewed from a teacher perspective. Sixty-five teachers from all parts of Sweden responded to a questionnaire, who had used the support for at least one year. Of the participant teachers, nine were interviewed for the purpose of performing an in-depth analysis of the questions. The teachers stated that the primary use of the assessment results was to identify students in need of extra support, as a basis for performance appraisals, as well as for further lesson planning. Formative assessment was, on the one hand, described as a concrete practical method and, on the other hand, as an attitude.  The results also indicate a feeling of frustration that, notwithstanding the current deeper insight into what every student needs, the teaching still proceeds on some middle-ground path or level.   

https://doi.org/10.26803/ijlter.18.4.5


Keywords


formative assessment; teachers’ perspective; reading instruction; Data-based Decision Making

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References


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