S2-opettajien käsityksiä formatiivisesta arvioinnista oppimisen tukena
Finnish as a second language teachers’ perceptions of supporting learning with formative assessment
Keywords:
assessment, Finnish as a second language, basic educationAbstract
Assessment is a key element in teaching and learning. This paper focuses on S2-teachers’ perceptions on formative assessment in improving learning. The data (N=208) was gathered by KARVI in 2015. The results showed that even though teachers use many formative assessment practices in their every-day work, they do not necessary see the benefits. Teachers’ perceptions are quite evenly distributed in conceptual, praxeological and socio-emotional dimensions. Elaboration was richest in the socio-emotional dimension. Some components were considered in multiple dimensions. Taken together, S2-teachers are familiar with formative assessment, but they do not necessarily see it as advantageous for the learning process. Further education for teachers is needed, both for integrating assessment process with other teaching practices and for internalising the main principles of formative assessment. More studies are needed for defining effective feedback practices in S2-teaching.
