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Just assessment in school: - a context-sensitive comparative study of pupils' conceptions in Sweden and Germany
Linnaeus University, Faculty of Social Sciences, Department of Education. (SITE)
2017 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

This thesis examines pupils’ justice conceptions regarding educational assessment. Due to the context-dependency of norms and values as well as of assessment, the study compares the justice conceptions of pupils in two different’socio-educational’ contexts: Sweden and Germany. The main interest of the study is to understand and to reconstruct pupils’ own relevance structures and what just assessment means from a pupils’ point of view. Here, the study aims to reach beyond the level of mere description by providing theoretical conceptualisations of pupils’ justice conceptions regarding assessment. Thus, the study´s methodological foundation is characterised by a combination of a context-sensitive comparative approach on the one hand, and on the other hand a pragmatist Grounded Theory approach. Data were mainly generated through focus group interviews with pupils attending the last year of the lower secondary level in the Swedish comprehensive school as well as in different school types in the German school system. In total, the sample consists of 95 pupils, who were interviewed in 21 focus group interviews. In addition, other sources of data were included, such as regulations and guidelines that supported a context-sensitive analysis of pupils’ conceptions. The theoretical conceptualisation that explains pupils’ justice conceptions is ‘meta-assessment’. ‘Meta-assessment’ refers to pupils’ evaluation of the assessment they experience in terms of justice and represents the shared, abductively derived and overlying analytical category regarding pupils’ conceptions. Pupils’ ‘meta-assessment’ is based on normative justice conceptions as well as on justice conceptions that are related to pupils’ situation and context-bound experiences with assessment. The first ones are about the ethico-moral character of pupils’ justice conceptions. The second shed light on the contextual conditions and consequences of the logics and practices underlying educational assessment as experienced by pupils on an everyday basis. This implies that just assessment from a pupils’ perspective needs to be understood in its wider contextual embedment; and in relation to teaching and learning in order to understand the complex interrelations of what just assessment ‘is’, and ‘should be’ from the perspective of those, who are mainly affected by it.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2017. , p. 370
Series
Linnaeus University Dissertations ; 298/2017
Keyword [en]
assessment, comparative education research, context-sensitive comparison, conceptions, focus group interviews, grading, Grounded Theory Methodology, justice, meritocracy, pupil research, standards-based reform
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-68985ISBN: 978-91-88357-92-2 (print)OAI: oai:DiVA.org:lnu-68985DiVA, id: diva2:1160059
Public defence
2017-12-15, Homeros, Hus F, Växjö, 14:15 (Swedish)
Opponent
Supervisors
Available from: 2017-11-28 Created: 2017-11-24 Last updated: 2017-11-28Bibliographically approved

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Bettina Vogt, Doctoral thesis(29545 kB)120 downloads
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CiteExportLink to record
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Citation style
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Output format
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