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Att få sina bedömningar granskade: Lärares syn på de nationella provens syfte att främja likvärdig bedömning
Örebro University, School of Humanities, Education and Social Sciences.ORCID iD: 0000-0001-8173-7474
Örebro University, School of Science and Technology.
Örebro University, School of Science and Technology.
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 75-94Article in journal (Refereed) Published
Abstract [en]

Since 1940 there has been different types of national tests in Sweden, each with a different aim and purpose. Since 2011, Skolverket is required to review how teachers correct these national tests, and also to publish easily accessible statistics showing possible discrepancies between the results of the students and their final grades. Based on interviews with 17 teachers in mathematics between grade 6-9, the consequences of the review of teachers assessments have been investigated. The result shows worrying effects. The increased focus on discrepancies has led to an inadequate appraisal of teachers assessment competence. However, teachers are pleased to have their corrections reviewed in a formative way.

Place, publisher, year, edition, pages
Örebro universitet , 2017. Vol. 26, no 2, p. 75-94
Keywords [sv]
Nationella prov, betyg, likvärdig bedömning, matematik
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-62682OAI: oai:DiVA.org:oru-62682DiVA, id: diva2:1158270
Available from: 2017-11-19 Created: 2017-11-19 Last updated: 2018-02-01Bibliographically approved

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Type fulltextMimetype application/pdf

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Lundahl, ChristianWetterstrand, FridaSundhäll, Marucs
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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
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