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Om bedömningens upplevda funktion hos elever i kollektiva lärandemiljöer

Nerstrand Andersson, Emil LU (2017) LAMP72 20171
Malmö Academy of Music
Abstract (Swedish)
Syftet med denna kvalitativa studie har varit att genom en komparativ analys av Supplementary instruction (SI) och ämnet Ensemble på gymnasiet, jämföra undervisningskulturernas karaktär samt dess inverkan på elevernas upplevelse av bedömning. Studien har också ämnat identifiera om och i så fall hur eleverna ges utrymme att utveckla icke-kognitiva förmågor inom dessa miljöer.
Med en hermeneutisk ansats har förståelse sökts genom deltagande observation och ostrukturerad intervju under och efter ett SI-möte och en Ensemblelektion. Samtliga elever som deltagit i undersökningen går sitt andra år på gymnasiet.
Undersökningens resultat visar två undervisningskulturer med många likheter.
Både den SI och Ensemblegrupp som undersöktes i denna... (More)
Syftet med denna kvalitativa studie har varit att genom en komparativ analys av Supplementary instruction (SI) och ämnet Ensemble på gymnasiet, jämföra undervisningskulturernas karaktär samt dess inverkan på elevernas upplevelse av bedömning. Studien har också ämnat identifiera om och i så fall hur eleverna ges utrymme att utveckla icke-kognitiva förmågor inom dessa miljöer.
Med en hermeneutisk ansats har förståelse sökts genom deltagande observation och ostrukturerad intervju under och efter ett SI-möte och en Ensemblelektion. Samtliga elever som deltagit i undersökningen går sitt andra år på gymnasiet.
Undersökningens resultat visar två undervisningskulturer med många likheter.
Både den SI och Ensemblegrupp som undersöktes i denna studie verkar utgöra kontexter där eleverna får utrymme att utveckla icke-kognitiva förmågor. Utrymmet ges framförallt problemlösning och social sammanhållning där eleverna genom att hjälpa sina kamrater visar att de värnar om gruppen och samtidigt övas i att äga sin kunskap. Den största skillnaden mellan grupperna ligger i Ensemblelärarnas bedömningsuppdrag, vilket inte är en uppgift SI-ledaren har. Detta har dock ingen större inverkan på elevernas upplevelse av bedömning i ensemblen. Målformuleringen i ensemblen som grundas i den kommande vårkonserten, får tillsammans med lektionens brist på bedömningsdiskurser relaterade till kunskapskraven, positiva effekter på elevernas upplevelse av bedömning. (Less)
Abstract
The purpose of this qualitative study has been to investigate the teaching cultures within Supplementary instruction (SI) and the subject Ensemble in upper secondary school. Through a comparative analysis of these learning environments, the aim has been to seek understanding of the pupils’ perception of assessment. The study has also intended to identify if, and in that case show how, the pupils are given the opportunity to develop non-cognitive abilities within these environments.
This study has a hermeneutic approach and the data has been collected through the methods participant observation and unstructured interview, during and after one SI- meeting and one Ensemble lesson. All pupils that participates in this study are in their... (More)
The purpose of this qualitative study has been to investigate the teaching cultures within Supplementary instruction (SI) and the subject Ensemble in upper secondary school. Through a comparative analysis of these learning environments, the aim has been to seek understanding of the pupils’ perception of assessment. The study has also intended to identify if, and in that case show how, the pupils are given the opportunity to develop non-cognitive abilities within these environments.
This study has a hermeneutic approach and the data has been collected through the methods participant observation and unstructured interview, during and after one SI- meeting and one Ensemble lesson. All pupils that participates in this study are in their second year of upper secondary school.
The result of this study shows two teaching cultures with many similarities. Both groups seem to constitute contexts where the pupils are given the opportunity to develop non-cognitive abilities. Especially problem solving and social cohesion are abilities that are being practised within these groups, where the pupils show that they care for the group by helping their classmates and at the same time are learning to own their knowledge. The biggest difference between the groups are the music teachers mission to assess, which is a task the SI-leader do not have. This makes little or no difference for the pupils’ perception of assessment in the Ensemble. The goal formulation within the Ensemble are created through the coming spring concert, which together with the lack of assessment discourses related to knowledge requirements, creates positive effects on the pupils’ perception of assessment. (Less)
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author
Nerstrand Andersson, Emil LU
supervisor
organization
alternative title
About the pupils perception of assessment in collective learning environments
course
LAMP72 20171
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
supplementary instruction, non-cognitive abilities, learning, Assessment, ensemble, Educational Science, Music Education Bedömning, icke-kognitiva förmågor, lärande, musikpedagogik, utbildningsvetenskap
language
Swedish
id
8915094
date added to LUP
2017-06-26 12:50:19
date last changed
2017-06-26 12:50:19
@misc{8915094,
  abstract     = {The purpose of this qualitative study has been to investigate the teaching cultures within Supplementary instruction (SI) and the subject Ensemble in upper secondary school. Through a comparative analysis of these learning environments, the aim has been to seek understanding of the pupils’ perception of assessment. The study has also intended to identify if, and in that case show how, the pupils are given the opportunity to develop non-cognitive abilities within these environments.
This study has a hermeneutic approach and the data has been collected through the methods participant observation and unstructured interview, during and after one SI- meeting and one Ensemble lesson. All pupils that participates in this study are in their second year of upper secondary school.
The result of this study shows two teaching cultures with many similarities. Both groups seem to constitute contexts where the pupils are given the opportunity to develop non-cognitive abilities. Especially problem solving and social cohesion are abilities that are being practised within these groups, where the pupils show that they care for the group by helping their classmates and at the same time are learning to own their knowledge. The biggest difference between the groups are the music teachers mission to assess, which is a task the SI-leader do not have. This makes little or no difference for the pupils’ perception of assessment in the Ensemble. The goal formulation within the Ensemble are created through the coming spring concert, which together with the lack of assessment discourses related to knowledge requirements, creates positive effects on the pupils’ perception of assessment.},
  author       = {Nerstrand Andersson, Emil},
  keyword      = {supplementary instruction,non-cognitive abilities,learning,Assessment,ensemble,Educational Science,Music Education Bedömning,icke-kognitiva förmågor,lärande,musikpedagogik,utbildningsvetenskap},
  language     = {swe},
  note         = {Student Paper},
  title        = {Om bedömningens upplevda funktion hos elever i kollektiva lärandemiljöer},
  year         = {2017},
}