Roskilde Katedralskoles evalueringspraksis for 3.g.

Camilla Skov

Studenteropgave: Kandidatprojekt


The purpose of this project is to unfold, explain and discuss the formative and the summative
evaluation practice at Roskilde Katedralskole, and also discuss how this evaluation practice affects
the students and their learning motivation. To examine this problem, I mainly used the theories of
Lev S. Vygotskys zone of proximal development, the Mindset theory by Carol Dweck and some
overall point from the behavioural leaning theory. This report is the result of eight weeks internship
in a psychology class at Roskilde Katedralskole, which is emperically based on interviews with
three students and their psychologist teacher, as well as the participant observations I have made
through the internship.
Besides an analysis of Roskilde Katedralskoles use of formative and summative evaluation
practices, this report also deals with the problem of the performance-oriented learning culture in the
Danish colleges, which possibly forces students to have focus on their performance in class rather
than their learning process. This is despite the fact that the students are actually motivated to learn
something and develop their professional knowledge in psychology.

UddannelserPsykologi, (Bachelor/kandidatuddannelse) Kandidat
Udgivelsesdato18 dec. 2017
Antal sider28
VejledereKarl-Henrik Jørgensen


  • evalueringspraksis
  • formative evaluering
  • gymnasiet
  • summativ evaluering
  • præstationskultur