Pupils' Feedback

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dc.contributor.author Kapolka, Felix
dc.date.accessioned 2019-08-16T10:02:33Z
dc.date.available 2019-08-16T10:02:33Z
dc.date.issued 2019 en_US
dc.identifier.uri http://hdl.handle.net/2043/29669
dc.description.abstract In a contemporary world saturated with technology, where data has become a means to understand and optimize almost everything, the educational sector seems reluctant towards it. In order to change that, it is argued that formative assessment is a sustainable way to monitor feedback data for the purpose to improve school environment. Used in the classroom, it shifts the focus from the outcome of pupils’ learning to their real needs. This study elaborates on the lack of feedback for teachers and the referring potential of technology usage in schools. Due to, inter alia, a co-creation workshop, novice teachers and designers collaborated to create several prototypes, which were used in a real classroom situation afterwards. Those prototypes enabled a deep understanding of the current perception of feedback as well as the technology awareness of students and teachers. The research results were discussed from various angles, including young teenagers’ and experienced teachers’ views. The outcome analysis led to the need of a student-centred curriculum which offers explorative access to technology and feedback for everybody involved in a school environment. en_US
dc.format.extent 83 en_US
dc.language.iso eng en_US
dc.publisher Malmö universitet/Teknik och samhälle sv-SE
dc.subject student-centred learning en_US
dc.subject co-design en_US
dc.subject feedback perception en_US
dc.subject technology awareness en_US
dc.subject formative assessment en_US
dc.title Pupils' Feedback en_US
dc.title.alternative Exploring feedback in a contemporary school environment en_US
dc.type H1 en_US
dc.setspec.uppsok Technology en_US
dc.contributor.examiner Spikol, Daniel
dc.contributor.supervisor Rutz, Fredrik
mahlocal.xprt.faculty2019 TS
mahlocal.xprt.program Media Technology: Strategic Media Development
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