Browsing by Subject "Arviointi"

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  • Leivo, Elina (Helsingfors universitet, 2015)
    The purpose of this research is to describe, analyse and interpret teachers' experiences of the Happy learning house model (HLH) and its functioning in learning and teaching. The functioning of the HLH is reflected against the national curriculum (2014) and the theory concerning individual learning styles, the conceptions of learning and assessment.The research concentrates on these areas as, looking at the functioning of the HLH, they are important part of learning and teaching. HLH model has been developed to support learning and teaching. In addition there is a belief that with its help the national curriculum will become more relevant to a child. Three teachers working in primary schools in Helsinki who had been using the HLH for a trial period took part in the research. Interview questions were based on theory. The three teachers had different kind of experiences of the HLH. All of them had set their own targets in the HLH together with the pupils at the beginning of the academic year. All three teachers had also spent some one on one time with pupils colouring the HLH and therefore monitored their progress. On top of that one of the teachers had brought into use the individual themes of the pupils. All three teachers agreed that HLH increases the individual attention each pupil gets and changes the culture of assessment. They felt HLH had helped them to know the pupils better and their interests and progress had become more visible. Teaching and learning itself hadn't changed considerably though except with one of the teachers. This was due to her bringing into use the individual themes. My research shows that when a pupil gets more individual attention with the help of the HLH it is linked to a better self-assessment of the pupils and it also increases the ability to be aware of their own strengths and weaknesses. This furthermore helps the pupil to have a better self-esteem. Using the individual themes in teaching clearly supports the new idea of conception of learning and it also affects assessment. Therefore when it comes to assessment teachers don't expect the same results and skills from all the pupils but rather stress the importance of understanding the learnt concept.
  • Ahonen, Pertti (2015)
    This article elaborates a neo-institutional approach to evaluation and utilizes this approach for an empirical examination of the institutionalization of evaluation in Finland’s national government. The results indicate ambiguity in the basic institutionalization of the evaluation examined and imprecision in the agency of the actors carrying out or commissioning evaluations. With tighter or looser coupling to decision-making, institutional practices of evaluation enhance performance or support legitimation, or do both in various combinations. Future studies will be needed to ascertain to what extent intense agent-driven change has only introduced formal procedures enacted in the name of evaluation, and to what extent this type of change has influenced actual evaluation practices. The article finishes with a consideration of the contributions it claims to make.
  • Nieminen, Juuso (Helsingin yliopisto, 2020)
    Objectives. This article-based master’s thesis examines the positions that are constructed for students in the documents concerning assessment accommodations in Finnish universities. In higher education literature, assessment accommodations have been mostly observed based on psychological and individualised approaches; in this study, I conceptualise these accommodations as sociocultural practices. In particular, in this thesis I bring together two regrettably separete fields of research, those of higher education assessment research and disability studies. As the theoretical framework, I utilised the Foucauldian, discursive framework of subject positioning, as tied into broader observation of power. Through this theoretisation I examined how assessment accommodations positioned students both as assessees and as impaired, special learners. Methods. The dataset for this study consisted of the documents and texts concerning assessment accommodations (e.g. webpages, guidebooks for students and teachers, equity plans) from Finnish-speaking universities in Finland. The dataset was approaches through a discur- sive-deconstructive reading that conceptualised these texts as sociocultural artefacts. The analysis of discourses deconstructed the positions of an impaired and an assessee that were largely constructed for students in the documents. The deconstructive reading identified the possibilities for student agency as depicted within these positions. Also, the analysis contested these positions by identifiying opportunities for alternative positioning. Findings and conclusions. The deconstructive reading as utilised in the study underlined the discursive and individualising discourse that was identified throught the dataset. Both the positions of an assessee and an impaired were maintained with this discourse, and the data offered few opportunities for student agency in contesting their positions. The findings underlined the ableist role of assessment accommodations in neoliberalised higher education, in which student-centred assessent is marginalised. The initial journal as selected for the publication of this study is Disability & Society.
  • Repo, Susanna (Helsingin yliopisto, 2021)
    The core numerical skills consist of four major factors: symbolic and non-symbolic number sense, counting skills, basic skills in arithmetic and understanding mathematical relations. According to the previous studies, the teachers’ and breeders’ assessments are quite consistence with the children’s mathematical skills that has been tested. The aim of this Master’s Thesis is to analyze the reliability of the educators’ assessment form and find out whether there is concurrent validity between educators’ assessment form and the Early Numeracy Test. In addition concurrent validity was examined of the different subscales of the educators ́ assessment form between different subscales of the Early Numeracy Test. Furthermore, the aim was also to find out the effect of children’s gender and age on to the educators’ assessment about of children’s early numeracy (known group validity). The sample of this study was educators (N = 56) and children aged 3–5 years (322) from 16 kindergartens in Helsinki. The data consist of educators’ assessments (N = 289) of children`s early numeracy which was collected between May and June 2020. Furthermore, the results of Early Numeracy Test (N = 322) collected from the same children, was used. In the data analysis concurrent validity was examined by calculating correlation, internal consistency and known group validity by the independent sample t-test and one-way analysis of variance (ANOVA). All the data was analyzed using statistical methods in the IBM SPSS Statistics 25 -program. The item consistency of the educators’ assessment form was excellent. The correlation analysis found a clear link between the educators’ assessment form and the Early Numeracy Test as well as the examina- tion of the different subscales of both assessments. In the examination of known group validity there was not found difference between gender, but the difference between age groups were localized between 3–4 years and 3–5 years. The results are in line with previous studies although the differences between girls and boys in the teacher’s estimates have appeared earlier.