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Key aspects to consider when designing an IT-tool based on scoring rubrics to support formative assessment: an exploratory design-driven study
KTH, School of Computer Science and Communication (CSC).
2016 (English)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

Why this thesis is needed. This thesis is motivated by the falling school results of Swedish 15-year-olds, a lack of IT tools in Swedish schools and a call for turning the theory on formative assessment into practice.

Previous research that is used in the thesis. This thesis mainly builds on the research done by John Hattie which is presented in his book Visible Learning from 2009, Wiliam & Thompson's research on effective formative assessment from 2007, Pachler et al. research on formative e-assessment from 2010 and Panadero & Jonsson's research on scoring rubrics from 2013.

Research question. What key aspects should be taken into consideration when designing and implementing an IT tool based on scoring rubrics which aims to support formative assessment according to the key strategies for effective formative assessment as identified by Wiliam & Thompson (2007)?

Method. To answer this question I chose a qualitative approach of parallel paper prototyping where I iteratively exposed the design and my ideas during focus groups to teachers, a headmaster, employees at The Swedish National Agency for Education and high school students, followed by an evaluation of the key topics that surfaced during the focus groups.

Results. The results consist of eight key aspects to take into consideration when designing and implementing such a tool.

Discussion and future research. Finally I discuss the implications of my findings and present directions for future research which include the construction of the tool, further investigation of the key aspects identified in this study, identification of additional key aspects and more.

Abstract [sv]

Varför denna avhandling behövs. Denna avhandling motiveras av de fallande skolresultaten hos svenska 15-åringar, en brist på IT-verktyg i svenska skolor och ett rop efter att vända forskning inom formativ bedömning till praktik.

Tidigare forskning som används. Denna avhandling bygger i huvudsak på forskningen av John Hattie som presenteras i hans bok Visible Learning från 2009, William & Thompsons forskning på effektiv formativ bedömning från 2007, Pachler et al. forskning på formativ e-bedömning från 2010 och Panadero & Jonssons forskning på betygsmatriser från 2013.

Forskningsfråga. Vilka nyckelaspekter ska tas i åtanke vid utveckling av ett IT-verktyg baserat på betygsmatriser som stödjer formativ bedömning enligt de fem nyckelstrategierna för effektiv formativ bedömning som formulerats av Wiliam & Thompson (2007)?

Metod. För att besvara denna fråga valdes en kvalitativ metod där parallell pappersprototypning användes under ett antal iterationer av fokusgrupper under vilka designen och tidigare diskussionpunkter diskuterades med lärare, en rektor, anställda vid Skolverket samt gymnasiestudenter. Fokusgrupperna följdes upp med en utvärdering av de största diskussionpunkterna som dök upp.

Resultat. Resultaten består av åtta nyckelaspekter att ha i åtanke vid utveckling av ett sådant verktyg.

Diskussion och framtida forskning. Slutligen diskuteras implikationerna av resultaten och direktioner för framtida forskning framförs. Dessa direktioner inkluderar utveckling av verktyget, vidare utredning av de nyckelaspekter som hittats i denna avhandling, identifikation av ytterligare nyckelaspekter och mer.

Place, publisher, year, edition, pages
Keyword [en]
Computer-aided assessment, formative e-assessment, scoring rubrics, grading criteria
National Category
Human Computer Interaction
URN: urn:nbn:se:kth:diva-192367OAI: diva2:968824
Educational program
Master of Science in Engineering - Industrial Engineering and Management
Available from: 2016-10-03 Created: 2016-09-10 Last updated: 2016-10-03Bibliographically approved

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