Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
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 WorkCourse level
Second cycleCourse type
Programme courseExaminer
Elisabeth ErikssonCourse coordinator
Elisabeth ErikssonDirector of studies or equivalent
Henrik Lindqvist, Åsa JärnvallECV = 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 2023) | 202334-202423 | Swedish | Linköping, Valla | E |
| L7MPD | Master program in Pedagogical Practices, Part time (half time) (Pedagogical Practices, Part time (half time)) | 5 (Autumn 2023) | 202334-202423 | Swedish | Linköping, Valla | E |
| L7MPD | Master program in Pedagogical Practices, Part time (half time) (Pedagogical Practices, Part time (half time)) | 7 (Autumn 2023) | 202334-202423 | Swedish | Linköping, Valla | E |
Main field of study
Pedagogical WorkCourse level
Second cycleAdvancement level
A1XCourse 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 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.
An examiner may also decide that an adapted examination or alternative form of examination if the examiner assessed that special circumstances prevail, and the examiner assesses that it is possible while maintaining the objectives of the course.
Grades
Three-grade scale, U, G, VGOther information
Course revised 2020-04-02; Dnr LiU-2020-01361Planning 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.
If special circumstances prevail, the vice-chancellor may in a special decision specify the preconditions for temporary deviations from this course syllabus, and delegate the right to take such decisions.
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, (2023) Kunskapers värde : validering i teori och praktik 3. uppl. Lund : Studentlitteratur
ISBN: 9789144059044
Fonseca, Lars, (2014) Det godkända fusket : normförhandlingar i gymnasieskolans bedömningspraktiker Växjö : Linnaeus University Press, 2014
ISBN: 9789187925160
Hirsh, Åsa, (2016) Skolans dokumentation : ur ett pedagogiskt och juridiskt perspektiv 1. uppl. Stockholm : Liber, 2016
ISBN: 9789147115136
Jönsson, Anders, (2023) Prov eller bedömning? Att tolka och använda provresultat och omdömen 2. uppl. Gleerups
Klapp, Alli, (2015) Bedömning, betyg och lärande 1. uppl. Lund : Studentlitteratur, 2015
ISBN: 9789144091600
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
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
Forsell, J., Frykedal, K. F. & Chriac, E. H. , Group work assessment: Assessing social skills at group level Small Group Research Vol 52, 2020, sid 87-124
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
Jackson, P., Life in classrooms Teachers College, Columbia University 1990 [1968] Chapter 1: The daily grind
Jönsson, A., Analytisk och holistisk bedömning I Å. Hirsh och C. Lundahl (red.) Hållbar bedömning: Bildning, välbefinnande och utveckling i skolans bedömningsarbete 2021, sid. 188-200.
Rönn, C., Pupils' informal social strategiers in a Swedish compulsory school - What pupils do and say, out of sight of the teachers, while managing written individual assignments Educational review 2022
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
Webb, N.M., Assessing students in small collaborative groups Theory into Practice Vol. 36:4, 1997, sid. 205-213
This tab contains public material from the course room in Lisam. The information published here is not legally binding, such material can be found under the other tabs on this page. Click on a file to download and open it.
| Name | File name | Description |
|---|---|---|
| Välkomstbrev 942A05 950A06 ht23 | Välkomstbrev 942A05 950A06 ht23.pdf |