Educational Sciences 3, Knowledge Assessment, 7.5 credits (975G03)

Utbildningsvetenskaplig kärna 3, Bedömning och betygsättning, 7.5 hp

Main field of study

Didactics

Level

First cycle

Course type

Programme course

Examiner

Michael Tholander

Course coordinator

Michael Tholander

Director of studies or equivalent

Margareta Engvall
Course offered for Semester Weeks Language Campus VOF
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject Swedish, 330 Credits (Subjcet: Swedish) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject Social Studies, 330 Credits (Subjcet: Social Studies) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject History, 300 Credits (Subjcet: History) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject Biology, 300 Credits (Subjcet: Biology) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1AGY Secondary School Teacher Programme - Upper-Secondary School, Subject English, 300 Credits (Subject: English) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1AGY Secondary School Teacher Programme - Upper-Secondary, School Subject Mathematics, 300 Credits (Subjcet: Mathematics) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject Biology, 270 hp (Subject: Biologi) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject Mathematics, 270 hp (Subject: Mathematics) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject History, 270 hp (Subjcet: History) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject Social Studies, 270 hp (Subject: Social Studies) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject English, 270 hp (Subject: English) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject Swedish, 270 hp (Subject: Swedish) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject Wood and Metal Craft, 270 hp (Subject: Wood and Metal Craft) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject Textile Craft, 270 hp (Subject: Textile Craft) 1 (Autumn 2018) v201844-201848 Swedish Linköping o
L1AGY Secondary School Teacher Programme - Upper-Secondary, School Subject Mathematics, 300 Credits (Subjcet: Mathematics) 3 (Autumn 2018) v201844-201848 Swedish Linköping v
L1A79 Secondary School Teacher Programme - Grades 7-9 of the Compulsory School, Subject Mathematics, 270 hp (Subject: Mathematics) 3 (Autumn 2018) v201844-201848 Swedish Linköping v

Main field of study

Didactics

Course level

First cycle

Advancement level

G1X

Course offered for

  • Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School
  • Secondary School Teacher Programme with a specialization in Teaching in Grades 7-9 of the Compulsory School

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.

If the course is a VfU course, the following applies:

  • Examination of applied social and didactic abilities is limited to three (3) occasions.

Grades

Three-grade scale, U, G, VG

Other information

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.

Department

Institutionen för beteendevetenskap och lärande
LITTERATUR UK3 ÄLP (2018) Huvudbok – kan köpas i bokhandeln [325 sidor totalt]: McMillan, James (2018). Classroom assessment: Principles and practice that enhance student learning and motivation, 7th edition, (s. 1-325). New York: Pearson. Texter av svenska forskare – kan köpas hos LiU Servicecenter, hus A, ingång 19C (Kompendium: A:1680) [129 sidor]: Fredriksson, Ulf (2017). Internationella kunskapsundersökningar. I A. Hult och A. Olofsson (red.), Utvärdering och bedömning i skolan, 2:a upplagan, (s. 28-44). Stockholm: Natur & Kultur. [17] Gustavsson, Anders; Måhl, Per & Sundblad, Bo (2012). Likvärdiga betyg. I A. Gustavsson, P. Måhl och B. Sundblad, Betygssättningen – en handbok, (s. 97-114). Stockholm: Liber. [17] Hofvendahl, Johan (2010). Utvecklingssamtalen – några vanligt förekommande problem. I C. Lundahl och M. Folke-Fichtelius (red.), Bedömning i och av skolan, (s. 31-46). Lund: Studentlitteratur. [15] Jansdotter Samuelsson, Maria & Samuelsson, Johan (2017). Betyg i relation till genus, social bakgrund och etnicitet. I K. Nordgren, C. Odenstad och J. Samuelsson (red.), Betyg i teori och praktik, 3:e upplagan, (s. 39-48). Malmö: Gleerups. [10] Jönsson, Anders (2013). Återkoppling. Ur A. Jönsson, Lärande bedömning, 3:a upplagan, (s. 87-102). Malmö: Gleerups. [16] Klapp Lekholm, Alli (2010). Lärares betygsättningspraktik. I S. Eklund (red.), Bedömning för lärande – en grund för ökat kunnande, (s. 21-29). Stockholm: Stiftelsen SAF. [7] Korp, Helena (2003). Vad är det som ska bedömas? Ur H. Korp, Kunskapsbedömning – hur, vad och varför, (s. 85-92). Stockholm: Myndigheten för skolutveckling. [8] Lindström, Lars (2011). Pedagogisk bedömning. I L. Lindström, V. Lindberg och A. Pettersson (red.), Pedagogisk bedömning: Om att dokumentera, bedöma och utveckla kunskap, 2:a upplagan, (s. 9-27). Stockholm: Liber. [17] Lundahl, Christian (2007). Kunskapsbedömningens historia. I A. Petterson (red.), Sporre eller otyg – om bedömning och betyg, (s. 51-68). Stockholm: Lärarförbundets förlag. [15] Selghed, Bengt (2011). Lärares roll vid kunskapsbedömning. Ur B. Selghed, Betygen i skolan: Kunskapssyn, bedömningsprinciper och lärarpraxis, 2:a upplagan, (s. 91-98). Stockholm: Liber. [7] Texter av internationella forskare – kan laddas ned via bibliotekets hemsida [75 sidor]: Alm, Fredrik & Colnerud, Gunnel (2015). Teachers’ expericence of unfair grading. Educational Assessment, 20(2), 132-150. [18] Bonner, Sarah & Chen, Peggy (2009). Teacher candidates’ perceptions about grading and constructivist teaching. Educational Assessment, 14(2), 57-77. [19] Green, Susan; Johnson, Robert; Kim, Do-Hong & Pope, Nakia (2007). Ethics in classroom assessment practices: Issues and attitudes. Teaching and Teacher Education, 23(7), 999-1011. [12] Havnes, Anton; Smith, Kari; Dysthe, Olga & Ludvigsen, Kristine (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38(1), 21-27. [7] Mavrommatis, Yiannis (1997). Understanding assessment in the classroom: Phases of the assessement process – the assessment episode. Assessment in Education, 4(3), 381-400. [19] Gemensamma myndighetstexter för blivande 7-9- och gymnasielärare [151 sidor]: Ds (2008:13). En ny betygsskala. Stockholm: Utbildningsdepartementet (s. 12-30 + 45-56). http://www.regeringen.se/rattsdokument/departementsserien-och-promemorior/2008/02/ds-200813/ [31] Skolverket (2011a). Kunskapsbedömning i skolan: Praxis, begrepp, problem och möjligheter. Stockholm: Skolverket. http://www.skolverket.se/publikationer?id=2660 [55] Skolverket (2014a). Arbete med extra anpassningar, särskilt stöd och och åtgärdsprogram. Skolverkets allmänna råd med kommentarer. Stockholm: Skolverket. http://www.skolverket.se/publikationer?id=3299 [65] Myndighetstexter enbart för blivande 7-9-lärare – kan laddas ned från nätet [84 sidor]: Lgr 11 (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. Reviderad 2016. Stockholm: Skolverket (s. 7-19). http://www.skolverket.se/publikationer?id=2575 [13] Skolverket (2011b). Planering och genomförande av undervisningen – för grundskolan, grundsärskolan, specialskolan och sameskolan. Skolverkets allmänna råd. Stockholm: Skolverket. http://www.skolverket.se/publikationer?id=2698 [36] Skolverket (2013). Utvecklingssamtalet och den skriftliga individuella utvecklingsplanen. Skolverkets allmänna råd med kommentarer. Stockholm: Skolverket. [22] http://www.skolverket.se/publikationer?id=3133 Skolverket (2014b). Bedömningsaspekter. Stockholm: Skolverket. http://www.skolverket.se/publikationer?id=3259 [13] Myndighetstexter enbart för blivande gymnasielärare – kan laddas ned från nätet [64 sidor]: Gy 11 (2011). Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011. Stockholm: Skolverket (s. 5-16). http://www.skolverket.se/publikationer?id=2705 [12] Skolverket (2011c). Ämnesplanens struktur. Ur Gymnasieskola 2011. Stockholm: Skolverket (s. 48-62). http://www.skolverket.se/publikationer?id=2597 [13] Skolverket (2012). Bedömning och betygsättning i gymnasieskolan. Skolverkets allmänna råd. Stockholm: Skolverket. http://www.skolverket.se/publikationer?id=2841 [39] Referenslitteratur Schött, Kristina; Hållsten, Stina; Moberg, Bodil & Strand, Hans (2015). Studentens skrivhandbok. Stockholm: Liber. Några länkar om bedömning på Skolverket.se: http://www.skolverket.se/regelverk/fragor-och-svar/fragor-och-svar-om-betyg http://www.skolverket.se/bedomning http://www.skolverket.se/skolutveckling/forskning/bedomning http://www.skolverket.se/skolutveckling/forskning/bedomning/betygsattning http://www.skolverket.se/bedomning/bedomning/bedomningsstod
MTN2 Oral presentation U, G, VG 5 credits
OBL1 Mandatory part D 0 credits
STN2 Written exam U, G 2.5 credits

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