Har tilbakemeldingen kraft? En kvalitativ studie av norsklæreres vurderingspraksis i skriftlig på ungdomstrinnet

The theme for this master thesis is feedback on Norwegian middle school student texts. The aim of the thesis is to see how teachers understand the effect feedback can have as a tool for learning and how this can contribute to elevate the competence of the students in written language.The methodological approach of this research is qualitative, with partially structured interviews of five teachers in Norway. The informants all come from the same school, and was asked via their principal to attend the survey. I discuss the teachers understanding of assessment for learning related to the principles presented on Utdanningsdirektoratet (Udir, a), also stated in Forskrift til opplæringslova (KD, 2006). This relates further up to the theoretical model of feedback to enhance learning (Figure 1), learning theories and theories of motivation. The teachers understanding appear to be at bit fragmented. They have worked with goals and criteria for achievement, and such subprojects can contribute to explain their fragmented awareness. They partially meet the requirements and expectations stated in Forskrift til opplærigslova (KD, 2006) The research argues that teachers aim to clarify task goals for their students. Furthermore they see it as important to give feedback on the student draft to drive their learning further. Mostly the feedback is written text directed at the task level, less at the process level and the self-regulation level. Self-assessment seems to be incorporated in association with student conference twice a year. Apparently the information regarding assessment is rarely used to alter the teaching in order to reach more students. The students rarely seem to participate in assessing themselves and each other, but are sometimes part of assessment discussions in general. The students appear to be motivated for each writing task, probably related to thorough pre- writing activities. However, the lack of participation in their own learning argues that the level of intrinsic motivation (Ryan and Deci, 2000) and self-regulation does not increase