Assessment, Evaluation and Measurement of Students´ Knowledge and Learning, 15 credits

Bedöma, värdera och mäta elevers kunskap och lärande, 15 hp

942A05

Main field of study

Pedagogical Work

Course level

Second cycle

Course type

Programme course

Examiner

Elisabeth Eriksson

Course coordinator

Elisabeth Eriksson

Director of studies or equivalent

Henrik Lindqvist
ECV = Elective / Compulsory / Voluntary
Course offered for Semester Weeks Language Campus ECV
L7MPD Master program in Pedagogical Practices, Part time (half time) (Pedagogical Practices, Part time (half time)) 3 (Autumn 2021) 202134-202223 Swedish Linköping, Valla E
L7MPD Master program in Pedagogical Practices, Part time (half time) (Pedagogical Practices, Part time (half time)) 5 (Autumn 2021) 202134-202223 Swedish Linköping, Valla E
L7MPD Master program in Pedagogical Practices, Part time (quarter time) (Pedagogical Practices, Part time (quarter time)) 11 (Autumn 2021) 202134-202223 Swedish Linköping, Valla E

Main field of study

Pedagogical Work

Course level

Second cycle

Advancement level

A1X

Course offered for

  • Master´s programme in Pedagogical Practices/Education with Emphasis in Outdoor Didactics/Special Education

Examination

Applies to all courses regardless of grading scale.

  • Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.

If the course has a three-graded grading scale (U - VG), following applies:

  • Students who have passed an examination may not retake it in order to improve their grades.

The following applies to courses that include a compulsory component:

  • If special circumstances prevail, and if it is possible with consideration of the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent component.

If the LiU coordinator for students with disabilities has granted a student the right to an adapted examination for a written examination in an examination hall, the student has the right to it. If the coordinator has instead recommended for the student an adapted examination or alternative form of examination, the examiner may grant this if the examiner assesses that it is possible, based on consideration of the course objectives.

Grades

Three-grade scale, U, G, VG

Other information

Course revised 2020-04-02; Dnr LiU-2020-01361

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.

The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.

About teaching and examination language

The teaching language is presented in the Overview tab for each course. The examination language relates to the teaching language as follows: 

If teaching language is Swedish, the course as a whole or in large parts, is taught in Swedish. Please note that although teaching language is Swedish, parts of the course could be given in English. Examination language is Swedish. 

If teaching language is Swedish/English, the course as a whole will be taught in English if students without prior knowledge of the Swedish language participate. Examination language is Swedish or English (depending on teaching language). 

If teaching language is English, the course as a whole is taught in English. Examination language is English. 

Department

Institutionen för beteendevetenskap och lärande
Code Name Scope Grading scale
DEL2 Strategies in Classroom Assessment 7.5 credits U, G, VG
DEL1 The Concept of Knowledge and it´s Relation to Classr Assessm 7.5 credits U, G, VG

Books

Andersson, Per, Fejes, Andreas, (2010) Kunskapers värde : validering i teori och praktik 2. uppl. Lund : Studentlitteratur, 2010

ISBN: 9789144059044

Fonseca, Lars, (2014) Det godkända fusket : normförhandlingar i gymnasieskolans bedömningspraktiker Växjö : Linnaeus University Press, 2014

ISBN: 9789187925160

Gustavsson, Bernt, (2002) Vad är kunskap? : en diskussion om praktisk och teoretisk kunskap Liber distribution

ISBN: 9185128996

Hirsh, Åsa, (2016) Skolans dokumentation : ur ett pedagogiskt och juridiskt perspektiv 1. uppl. Stockholm : Liber, 2016

ISBN: 9789147115136

Klapp, Alli, (2015) Bedömning, betyg och lärande 1. uppl. Lund : Studentlitteratur, 2015

ISBN: 9789144091600

Korp, Helena, (2011) Kunskapsbedömning : vad, hur och varför? : [kunskapsöversikt] Stockholm : Skolverket : Fritze [distributör], 2011

ISBN: 9789186529567

Lundahl, Christian, Folke-Fichtelius, Maria, (2016) Bedömning i och av skolan : praktik, principer, politik 2., [utök.] uppl. Lund : Studentlitteratur, 2016

ISBN: 9789144109749

McMillan, James H., (2018) Classroom assessment : principles and practice that enhance student learning and motivation Seventh edition [Boston] : Pearson, [2018]

ISBN: 9780134523309

Nordgren, Kenneth, Odenstad, Christina, Samuelsson, Johan, (2017) Betyg i teori och praktik : ämnesdidaktiska perspektiv på bedömning i grundskola och gymnasium 3. uppl. Malmö : Gleerups Utbildning AB, 2017

ISBN: 9789140692641

Rosenthal, Robert, Jacobson, Lenore, (2003) Pygmalion in the classroom : teacher expectation and pupil's intellectual development Newly expanded ed. Carmarthen : Crown House, [2003?], cop. 1992

ISBN: 1904424066, 9781904424062, 0829031537

Skolverket

Articles

Black, P., Wiliam, D., Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices The Curriculum Journal. Vol 16:2, 2005, sid 249-261.

https://www.tandfonline.com/doi/abs/10.1080/09585170500136218

Green, S., Johnson, R., Kim, D-H., & Pope, N., Ethics in classroom assessment practices: Issues and attitudes Teaching and Teacher Education. Vol 23, 2007, sid 999-1011.

https://www.sciencedirect.com/science/article/pii/S0742051X06000850?via%3Dihub

Hattie, J. & Timperley, H., The power of feedback Review of Educational Research. Vol 77:1, 2007, sid 81-112.

http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf

Noreen M. Webb, author, Assessing Students in Small Collaborative Groups Theory into Practice. Vol 36, 1997, sid 205-213.
Stiggins, R.J., Assessment crisis: The absence of assessment for learning Phi Delta Kappan. Vol 83, 2002, sid 758-765.

http://electronicportfolios.org/afl/Stiggins-AssessmentCrisis.pdf

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