Formativ evaluering og faglige samspil i almen studieforberedelse
Formativ evaluering og faglige samspil i almen studieforberedelse [PDF 2,5MB]
IND's studenterserie nr. 87, 2020. Specialerapport. Fysik.
Jesper Jul Jensen, 2015.
Vejleder: Jesper Bruun
Abstract
Danish upper secondary school contains an obligatory interdisciplinary course called ‘Almen Studieforberedelse’ (AT). In this thesis I investigate the use of formative assessment in AT by recording the interactions between five teachers and their students. In order to visualize my observations these interactions are for each teacher represented in a network. By using the quantitative measurements ‘modularity’ and ‘target entropy’ I comment on the division and predictability of the observed teaching. My results indicate that none of the teachers practice a teaching with shifting academic focus. This means that the students rarely combine different academic methods at the same time and therefore the achievement of the interdisciplinary learning goals is at risk.
In this thesis I also show how one of the networks has significantly higher target entropy than the others. I argue that high target entropy corresponds to a teaching method containing formative assessment. Therefore my results indicate how one teacher uses more formative assessment than the others. This result is validated by quotes from interviews of the teachers and is furthermore supported by a discussion of the duration of an average answer to the students’ questions.
In this thesis I use networks to describe my observations of teaching in the Danish upper secondary school. This means that my thesis is an example of how networks can be used in qualitative research. By the use of three quantitative measurements I compare the teaching of different teachers. I argue that such a comparison cannot fully describe the work of a teacher but it is my hope that it can contribute to the discussion and further development of teaching in interdisciplinarity and AT especially.