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Bedömning och betyg: grundskolelärares uppfattningar kring tidigare och tydligare kunskapsbedömningar
University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
2009 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The school is under constant change and school reform on the conveyor belt. In 2009 the Swedish government introduced new directives for the elementaryschool, including multi-national sample, written testimonials from grade one and grade with several grades rose from grade six. The purpose of this study is to examine currently active primary teacher perceptions of the pupils' learning and development might be affected by those earlier and clearer knowledge assessments, and how teachers perceive this reform on the basis of the Swedish school's motto "a school for all". The study was carried out with a phenomenological approach where the method has been depth interviews with five active primary teachers from grades one to six in a school. The results show that teachers perceive that the earlier and clearer assessments will affect students differently according to student performance and knowledge. Stronger students according to teachers can be affected positively while the weaker students may be affected more negatively. For a school for all in accordance with the new reforms should exist, calls for teachers to access to resources that do not currently exist. Furthermore, future research could evaluate the consequences of how students' learning and development are affected by these reforms.



Place, publisher, year, edition, pages
2009. , 60 p.
Keyword [en]
Assessment, grade, elementary school, learning, development, individualization, phenomenology
Keyword [sv]
Bedömning, betyg, grundskola, utveckling, individualisering, fenomenologi
URN: urn:nbn:se:hig:diva-4857Archive number: V09-361OAI: diva2:225034
Subject / course
Educational program
Health education
Social and Behavioural Science, Law
Available from: 2012-05-09 Created: 2009-06-24 Last updated: 2012-05-09Bibliographically approved

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Ämnesavdelningen för pedagogik

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