umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The development of learner identities in relation to major reforms in the Swedish compulsory school
Umeå University, Faculty of Social Sciences, Department of Education.
2014 (English)In: Performativity in education: an international collection of ethnographic research on learners' experiences / [ed] Annette Rasmussen, Jan Gustafsson and Bob Jeffrey, E&E Publishing , 2014, 283-300 p.Chapter in book (Refereed)
Place, publisher, year, edition, pages
E&E Publishing , 2014. 283-300 p.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-97542ISBN: 095690078X (print)ISBN: 9780956900784 (print)OAI: oai:DiVA.org:umu-97542DiVA: diva2:774181
Available from: 2014-12-22 Created: 2014-12-22 Last updated: 2015-05-12Bibliographically approved
In thesis
1. Det kontrollera(n)de klassrummet: bedömningsprocessen i svensk grundskolepraktik i relation till införandet av nationella skolreformer
Open this publication in new window or tab >>Det kontrollera(n)de klassrummet: bedömningsprocessen i svensk grundskolepraktik i relation till införandet av nationella skolreformer
2015 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[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.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2015. 81 p.
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 112
Series
Umeå Studies in the Educational Sciences, 6
Keyword
assessment process, classroom practice, school reforms, classification, framing
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-102925 (URN)978-91-7601-265-9 (ISBN)
External cooperation:
Public defence
2015-06-03, Hörsal 1031, Norra Beteendevetarhuset, Umeå universitet, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2015-05-13 Created: 2015-05-11 Last updated: 2016-09-13Bibliographically approved

Open Access in DiVA

No full text

Authority records BETA

Olovsson, Tord Göran

Search in DiVA

By author/editor
Olovsson, Tord Göran
By organisation
Department of Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 403 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf