Vurdering i kroppsøving – en stor utfordring! : Hvordan erfarer lærere og elever i ungdomsskolen elevvurdering, og hvilke vurderingskulturer ligger til grunn i vurderingen?
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The purpose of my study has been to uncover a “potential” dilemma in the assessment practice in physical education, by the fact that physical education teachers design their "own" criteria and learning objectives based on their perception of the subject. I have an impression that the students, on their part, do not know about these assessment criteria and goals. They don´t know what to learn. In addition, I have looked at how the assessment is done in general in the subject. There have been nine semi-structured research interviews with three physical education teachers and a total of six students to elucidate the purpose and problems of the study. The analysis and discussion of the results are based on theory of the curriculum, assessment in general, achievement of goals and criteria, and assessment culture. Findings show that physical education teachers have a common purpose with their teaching, but that their assessment practice is done very differently. This is particularly evident in relation to what is to be considered and how the assessment is taking place. It may seem that the implementation of VFL has not been successful and that assessment in the subject is still characterized by a summative assessment. The teachers express that they want a more concrete and directional curriculum with suggestions and examples related to assessment. The students are to a small degree familiar with the competence objectives and assessment criteria in the subject, and uncertain about what they learn in the subject. They are also very little involved in the assessment of their own work, and in the design of criteria and characteristics of goal achievement.
Master grunnskolelærerutdanning for trinn 5-10, 5-årig masterprogram IDR507 - Universitetet i Agder 2017