Hur arbetar speciallärare med bedömning på gymnasiesärskolans individuella program? : En studie om några speciallärares beskrivningar av bedömning med fokus på formativ bedömning samt själv- och kamratbedömning.
The aim of this study is to contribute knowledge about and highlight how some special education teachers at special needs upper secondary schools individual program
work with evaluation with a focus on formative assessment and self- and peer-assessment. The study is based on a structured focus group discussion with some special education teachers who work at the individual program in upper secondary school.
Results show that special education teachers feel that the assessment process is flawed in several ways. Throughout the focus group discussion complains special teachers that they feel lack of time in different ways in their assessment practice. Special teachers describe that they use different assessment tools in their assessment practice generally. As for formative assessment and self- and peer-assessment, the special education teachers describe for their assessment as practice based on the use of different tools and resources. These are described as matrices and tablet image support, observation and documentation. Even linguistic tools are used, these are explained as communicative expressions and interpretations of students' communication and actions. The special teachers express that formative assessment and self- and peer-assessment reveal students' knowledge for themselves and for others. A desire for space to develop assessment practice in different ways is expressed.
In conclusion, the lack of time posts obstacles for special teachers' ability to carry out a qualitative formative assessment practice, but good skills and a strong will for this exists.
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