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The assessment process in a Swedish year five classroom: ‘Reach page 52!’
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
2015 (Engelska)Ingår i: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 43, nr 6, s. 741-753Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper describes and analyses the assessment process in a Swedish year five classroom, involving pupils aged 11 to 12 years. The paper is based on classroom observations and interviews, which were analysed to explore the assessment process in daily classroom practice, and investigates how the assessment process was understood by pupils and the teacher. The results indicated that the assessment process embodied mainly oversimplified learning goals; teaching was organised as individual work with tasks according to a weekly plan; and assessment and feedback were directed to deconstructed, easily marked goals.

Ort, förlag, år, upplaga, sidor
Routledge, 2015. Vol. 43, nr 6, s. 741-753
Nyckelord [en]
assessment process, learning goals, feedback, convergent formative assessment
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:umu:diva-88648DOI: 10.1080/03004279.2014.899382ISI: 000372337500011OAI: oai:DiVA.org:umu-88648DiVA, id: diva2:716660
Anmärkning

Published online: 02 May 2014

Tillgänglig från: 2014-05-12 Skapad: 2014-05-12 Senast uppdaterad: 2018-06-07Bibliografiskt granskad
Ingår i avhandling
1. Det kontrollera(n)de klassrummet: bedömningsprocessen i svensk grundskolepraktik i relation till införandet av nationella skolreformer
Öppna denna publikation i ny flik eller fönster >>Det kontrollera(n)de klassrummet: bedömningsprocessen i svensk grundskolepraktik i relation till införandet av nationella skolreformer
2015 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Alternativ titel[en]
The controlled/controlling classroom : the assessment process in Swedish compulsory school practice in relation to the introduction of national school reforms
Abstract [en]

The aim of this thesis is to investigate the assessment process in Swedish compulsory school practice, and the changes that occur in relation to the introduction of national school reforms. The fieldwork forming the basis of the thesis was conducted in year five and year six classrooms between 2011-2013, a period during which new national syllabuses with knowledge requirements, grades in year six and extended national tests were introduced. The thesis consists of four articles, the first of which explores how the assessment process is put into practice in a year five classroom and how it is understood by the students and one of their teachers. The fieldwork on which the first article is based was conducted prior to the introduction of the above-mentioned reforms. The second article investigates the assessment process in two different year five classrooms in two schools, after the introduction of the new syllabuses but prior to the introduction of grades in year six and extended national tests. The third article investigates changes in the assessment process in the same two schools. The fieldwork was conducted in year five and year six, in relation to the introduction of grades in year six and extended national tests. The fourth article addresses how changes in the assessment process have affected students’ learner identities. The empirical material was collected during four fieldwork periods in three schools, chiefly through classroom observations, interviews and student essays. The analysis in the thesis is based primarily on Basil Bernstein’s (e.g. 2000) theoretical framework but also on the theoretical concepts of Torrance and Pryor (1998). The study shows that the reforms are exerting a significant influence on the assessment process in the investigated classroom practices. Teachers monitor their students’ performance more closely and students strive to acquaint themselves with what is expected of them. It also appears that the focus is increasingly on students’ performance in relation to the steering documents, that the more regulated practices restrict teachers’ and students’ autonomy and that the assessment process in the two schools investigated in both year five and year six are becoming increasingly similar. Furthermore, the study shows that students tend to pay more attention to their school work, while at the same time experiencing more negative pressure to perform. In the concluding analysis and discussion sections, connections are drawn between prevailing education policy and the reforms, as well as their influence on classroom practice, students and teachers.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå universitet, 2015. s. 81
Serie
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 112
Serie
Umeå Studies in the Educational Sciences ; 6
Nyckelord
assessment process, classroom practice, school reforms, classification, framing
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-102925 (URN)978-91-7601-265-9 (ISBN)
Externt samarbete:
Disputation
2015-06-03, Hörsal 1031, Norra Beteendevetarhuset, Umeå universitet, Umeå, 10:00 (Svenska)
Opponent
Handledare
Tillgänglig från: 2015-05-13 Skapad: 2015-05-11 Senast uppdaterad: 2018-06-07Bibliografiskt granskad

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Olovsson, Tord Göran

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