83:T7a4,

Hur kan du som lärare arbeta med formativ bedömning i årskurs F–5?

Betydande forskning visar att formativ bedömning är en av de högst rankade framgångsfaktorerna för elevers lärande i skolan. Syftet med formativ bedömning – eller bedömning för lärande – är att stödja och utveckla elevers lärande. Den skiljer sig därmed från s.k. summativ bedömning, vars huvudsakliga syfte är att rangordna elever eller mäta deras kunskaper.

Författarna skriver att bedömning för lärande ska:

vara inbyggd i undervisningen och lärandet
dela lärandemålen med eleven
hjälpa eleverna att själva se och förstå de kunskapskrav de ska arbeta mot
engagera eleverna i självbedömning
ge eleverna feedback som leder dem vidare till nästa steg i lärandet och hur de ska göra
bygga på tron att alla elever kan utvecklas
sätta in både lärare och elever i hur man tar emot och reflekterar över den information som bedömningen ger.

Christine Harrison och Sally Howard beskriver olika strategier som fungerat i Primary School. De berättar också om hur lärare effektivt använt sig av framåtsyftande återkoppling och andra strategier som påverkar elevers lärande i det dagliga arbetet i klassrummet. Ett antal exempel presenteras, som kan anpassas till andra åldrar, andra ämnen och andra undervisningssituationer.

Författarna tar även upp vikten av utvärdering. De konstaterar att utvärdering är en viktig del i all skolutveckling. Den bör exempelvis ske kontinuerligt, i form av besök hos varandra, utbyte av idéer och resurser för att stödja ett professionellt lärande. Boken vänder sig till alla lärare som är intresserade av bedömningsfrågor och skolutveckling.

Det här är en översättning av skriften ”Inside the primary black box – Assessment for learning in the primary classroom”.

84:T5b0,"This is a surprising and welcome book... a heartening read that shows the power of assessment for learning and the potential for academics and teachers jointly to put into practice ideas that can improve classroom learning and teaching."
TES The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students' test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom.

Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes.

This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools.85:T533,Den här boken ger stöd för att utveckla lärande och undervisning i de naturvetenskapliga ämnena med hjälp av formativ bedömning eller bedömning för lärande. Boken beskriver hur du som NO-lärare kan arbeta med formativ bedömning med elever framför allt i åk 6-9. Många av exemplen kan dock anpassas så att de blir användbara i andra ämnen och för yngre elever.

Läs mer
Bedömning för lärande i NO-klassrummet innebär att:
- vägleda elever i samtal om tankar och idéer i NO.
- genomföra utmanade aktiviteter som uppmuntrar eleverna att prata om och reflektera över sina tankar.
- läraren ökar sin medvetenhet om vilken funktion olika frågor har i klassrummet.
- elevernas delaktighet i klassrumsdiskussioner ökar.
- eleven själv måste vara aktiv i lärandeprocessen.
- läraren gör professionella bedömningar av vad som är nästa steg i lärandet.
- feedback är den aktivitet som stödjer lärande.
Författarna Paul Black och Christine Harrison berättar i korthet om olika strategier som fungerat för NO-lärare på sex högstadieskolor utanför London. De berättar också om hur dessa lärare effektivt använt sig av framåtsyftande återkoppling och andra strategier som påverkar elevers lärande i det dagliga arbetet i klassrummet.

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