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Analysing validity: The case of Swedish national tests in year 6 science
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
University College, London.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
2019 (English)Report (Other academic)
Abstract [en]

The purpose of this article is to analyse and discuss standardized tests in biology, physics and chemistry with a special focus on their content validity. In the article we describe and discuss three different tensions between the Swedish curricula and standardized tests in science: (1) Curricular intentions and assessment choices, (2) The ‘knowledge requirements’ specified in the curriculum and the marking scheme used in the assessment and (3) The intention of the evaluation system and its actual result. These tensions have consequences for the validity of the tests. Hence, it is necessary to regard these tests as only one of many resources teachers can use in their teaching and assessment practices

Place, publisher, year, edition, pages
2019.
Keywords [en]
validity; standardized tests; science education
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-293743OAI: oai:DiVA.org:uu-293743DiVA, id: diva2:928215
Funder
Swedish Research CouncilAvailable from: 2016-05-15 Created: 2016-05-15 Last updated: 2019-04-16

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
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  • fi-FI
  • nn-NO
  • nn-NB
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Output format
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  • asciidoc
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