Uppeldi og menntun - 16.02.2007, Side 65

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ERNA INGIBJÖRG PÁLSDÓTTIR
ABSTRACT
This research sought knowledge and understanding of how assessment is set up in
Icelandic basic schools (grades1–10). An attempt is made to discover what character-
ises the assessment of teachers and instructors in Icelandic basic schools, and whether
their approaches differ, depending on the size and location of schools, work experi-
ence and education, the age of the students and the courses taught. Further inquiries
were whether schools had defined an assessment policy, what goals and assessment
procedures teachers based their evaluations on, and how they utilised and dissemina-
ted information from the findings of assessment. In the main, the findings show that
variously clear and different policies underlie course assessment in basic schools, as
evidenced in school curricula. Attitudes among participants differed toward schools’
policies on assessment and feedback, depending on their work experience and the size
and location of schools where they taught. Teachers had different emphases (goals)
and assessment methods, depending on the age of the students and courses that they
teach, but their main emphasis seems to be on evaluating students’ knowledge and
performance skills. Assessment methods are mainly selected response assessment (ex-
aminations) and performance assessment, but little emphasis is placed on compre-
hensive assessment; also, coordinated examinations heavily impact teachers’ choice
of assessment methods and the structuring of examinations. The results from written
examinations are the main component of grades or school reports that students are
given although other factors and assessment methods have some effect on the grade
given. Students’ knowledge, performance skills and comportment, such as working
methods, how skillfully they finish projects, activity, progress and industriousness are
reflected in the numbers and comments that they receive in the school report at the
end of semesters. Teachers believed that the basis of assessment was clear to students.
On the other hand, they placed no emphasis on including students in decisions about
assessment or on their active participation in the assessment process, e.g., by evaluat-
ing their own performance or that of their classmates.
Erna Ingibjörg Pálsdóttir er
deildarstjóri Álftanesskóla