Diagnostiskt prov i matematik för årskurs 2 : till vilken nytta?

by Öhlund, Helena; Svensson, Marie

Study: Degree Prodject in Teacher Education, advanced level,15hp/ECTS Högskolan i Skövde Title: Diagnostic tests in mathematics for grade two, benefits? Number of pages: 35 Author: Svensson, Marie & Öhlund, Helena Tutor: Runesson, Ulla Date: 2008-01-19 Key word: Diagnostic tasks, mathematics, exercise book, test,, appraisal, evaluation, objective for grade five, Summary: During our university education in Skövde we have noticed material from The National Agency for Education, Diagnostic tasks in mathematics – for use in the early school year. Through using the material we believe that the pupils learning process becomes visible. But how do the teachers look at the material? In order to get answers on our questions in this matter, we have interviewed five teachers working in the earlier school years. The empirical studie has a qualitative approach, we went through interviews with teachers to try to find out their opinions on the material. We interpret through our theoretical background and our research findings, that the material is used in different ways. It can be put together in an exercise book which can be used during a long period, or as a summarized test at the end of grade two. We interpret that it is how they have always used the material in their school that decides the manner of use. It is unclear if the teachers can see any benefit in using the material; since they express that they have good knowledge about the pupils attainment level even without using it. We have through our studies seen that the teachers are focusing on objectives for grade five. We believe that if the teacher’s work with the material as the writers meant, it would be easier for them to reach the school objectives. Innehållsförteckning 1. Bakgrund ................................................................................................................................1 1.1 Inledning........................................................................................................................... 1 1.2 Syfte ................................................................................................................................. 2 1.3 Teoretisk bakgrund........................................................................................................... 2 1.3.1 En kort introduktion av materialet ............................................................................ 2 1.3.1.1 Varför finns det diagnostiska materialet?.......................................................... 3 1.3.1.2 Hur föreslås lärare arbeta med materialet? ...................................................... 4 1.3.2 PRIM-gruppen, materialets författare....................................................................... 4 1.3.3 Vad är diagnoser i allmänhet?................................................................................... 5 1.3.4 Varför och hur görs bedömning samt utvärdering? .................................................. 6 1.3.4.1 Bedömningsformer ............................................................................................. 7 1.3.5 Varför kvalitetsredovisning....................................................................................... 9 2. Metod ................................................................................................................................... 10 2.1 Metodval......................................................................................................................... 10 2.2 Urval............................................................................................................................... 11 2.3 Genomförande................................................................................................................ 11 2.3.1 Pilotstudien och dess genomförande....................................................................... 12 2.3.2 Sammanställande av frågor ..................................................................................... 12 2.3.3 Genomförande av intervjuer.................................................................................... 13 2.3.4 Transkribering ......................................................................................................... 13 2.4 Analys............................................................................................................................. 14 2.5 Trovärdighet och validitet .............................................................................................. 15 2.6 Forskningsetik ................................................................................................................ 15 3. Resultat................................................................................................................................. 17 3.1 Hur används Diagnostiska uppgifter i matematik - för användning i de tidiga skolåren?