Summativ vurdering i formativ drakt – elevperspektiv på tilbakemelding fra heldagsprøver i norsk
DOI:
https://doi.org/10.5617/adno.1300Keywords:
Skriving, vurdering, feedback, heldagsprøver, norskfagetAbstract
Denne artikkelen handler om hvordan elever på ungdomstrinnet forstår og bruker skriftlige lærerkommentarer på heldagsprøvebesvarelser i norsk. Slike kommentarer gis ofte på sluttprodukter. I vurderingsforskning antas tilbakemelding på sluttprodukter å ha begrenset verdi som læring, og med denne studien ønsker jeg å se om en slik generell antakelse gjelder også i en norskfaglig kontekst. Det empiriske materiale består av elevtekster med lærerkommentarer, verbale protokoller og individuelle elevintervju for 18 elever. Verbale protokoller brukes for å studere elevenes forståelse av lærerkommentarene, og intervju brukes for å få dypere innsikt i hvordan elevene bruker kommentarene. Studien viser at elevene har liten bevissthet rundt vurderingskriterier. Men de leser vurderingene og viser i hovedsak adekvat forståelse av kommentarene de får. Når det gjelder oppfølging av kommentarene, gjør elevene det som blir forventet av dem. Noen av elevene må «rette» tekstene sine, mens andre er ikke forventet å gjøre noe med kommentarene. Dette gjør at elevene i liten grad bruker kommentarene videre i skrivearbeidet. Mens enkelte internasjonale studier rapporterer om at studenter i høyere utdanning ikke leser tilbakemeldingene (Hounsell, 1987) eller ikke forstår dem (Lea & Street, 1998), viser mitt materiale at elevene leser og forstår kommentarene, og de gjør det som forventes av dem i oppfølgingen. Ved å legge til rette for at elevene skal bruke kommentarene mer aktivt kan kommentarene få en sterkere formativ funksjon. '
Abstract
This article presents a study conducted in Norwegian lower secondary school (grades 8-10). The aim of the study is to investigate how pupils understand and use the written feedback they get from their teacher on single draft texts. This feedback is often received after the writing task is completed. Some feedback researchers have pointed that feedback given after the task is completed has limited value for learning, and I want to investigate how pupils experience this. The data comprises of student texts with teacher comments, verbal protocols and individual interviews from 18 pupils at four different schools. The verbal protocols are used to study the pupils understanding of the teacher comments, and the interviews are used to gain a deeper insight into how the pupils use the feedback. The result of the study shows that the pupils have little awareness of assessment criteria, but they do read the feedback and they show an adequate understanding of the feedback. After getting feedback, the pupils only do what is explicitly expected of them, and it is not often expected that they use the feedback to revise of the texts. The feedback therefore works well in a summative function, but it has a weaker formative function because the assessment situations rarely require the pupils to make use of the feedback. Keywords: Writing, assessment, formative, summative, feedback, response.
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