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Through teaching, pupils are given the opportunity based on their personal experiences and current events to express and consider their views in relation to others who hold different views. As a result, pupils should be encouraged to get involved and participate in an open exchange of views on societal issues (Skolverket, 2011d, s. 189). To assess pupils orally in the subject of civics in primary education is an unexplored field, which makes this field relevant to explore. There are numerous researchers’ who with the help of deliberative methods, formative feedback, formative assessment and studies regarding classroom climates whom all speak positive about using discussion/dialogue in education to upraise and develop learning among pupils. Not all pupils have the qualifications to write, which can neglect them with the gift of speech. Therefore, it is important not to let these be silenced in education rather appraised and given the opportunity among their peers to develop this ability. This in its essence is problematic, which is why the field of the study is relevant to be explored. What the following study explores are the possibilities of oral assessment in primary education. With the help of participant observation and interviews, I came to research and find that the teaching of social studies can be designed in various ways. In terms of assessment of pupils’ oral abilities I would say is a problematic area of assessment. Teachers are not experienced or aware of the oral potential among pupils, in which my research also came to show. My focus for the study was to see how teachers look at assessment and assess pupils' oral abilities. In addition, what surrounding research tells about the possibilities in this area of research. |
