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Att pröva kunskap: Om likvärdigheten i skolan
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
2014 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Testing Knowledge : Equivalence in the School System (English)
Abstract [sv]

Likvärdigheten i den svenska skolan ska ge alla elever förutsättningar att nå skolans mål, men frågan är om elever ges möjlighet att testas i samma eller likvärdiga kunskaper. Syftet med studien är att undersöka likvärdigheten i skolan, utifrån vilken kunskap som testas i ämnet samhällskunskap. Kunskapen i denna studie avser fakta- respektive färdighetskunskaper. För att undersöka likvärdigheten analyseras dels lärarnas skriftliga prov och dels det nationella provet i samhällskunskap gällande läsår 2012/2013. För att uppfylla syftet ställs forskningsfrågorna:

  • Testas främst fakta- eller färdighetskunskaper i det nationella provet i samhällskunskap?
  • Testas främst fakta- eller färdighetskunskaper i lärarnas skriftliga prov i samhällskunskap?
  • Hur ser förhållandet ut mellan den kunskap som testas i det nationella provet respektive de skriftliga proven?

För att undersöka förhållandet mellan fakta- och färdighetskunskaperna har den ämnesspecifika begreppsapparaten första och andra ordningens kunskaper använts, där faktakunskaperna återfinns i första ordningens kunskaper och färdighetskunskaperna återfinns i andra ordningens kunskaper. Utöver det nationella provet i samhällskunskap har tolv skriftliga prov analyserats: från fyra olika lärare, från fyra olika skolor i tre olika kommuner. Varje årskurs representeras av fyra prov vardera.  Analysen har skett genom en femgradig dimensionsanalys. Resultatet visar att proven i stora drag är likvärdiga, även om det finns några skillnader, vilket också indikerar ett friutrymme hos lärarna. Frågorna i det nationella provet inriktas oftast antingen på faktakunskaper eller också en kombination av fakta- och färdighetskunskaper. Lärarnas skriftliga prov testar i stor utsträckning faktakunskaper, och testar bara hälften så ofta fakta- och färdighetskunskaper i kombination. Nästan inga uppgifter testar enbart färdighetskunskaper. När färdighetskunskaperna testas fokuserar båda provtyperna på färdigheter i samhällsvetenskaplig kausalitet och slutledning, men lärarnas skriftliga prov testar i större utsträckning att eleverna ska belägga sina svar.

Abstract [en]

Equivalence in the Swedish school system is intended to provide all students with the means to reach the learning outcomes, but it is uncertain whether the students are given the opportunity to be tested for the same or equivalent knowledge. The aim of this study is to determine the equivalence of the Swedish school system with regards to what knowledge is being tested in social studies. In the context of this study, knowledge refers to knowledge of facts or learned abilities. As a means of determining the equivalence, both teacher constructed tests and the national test in Social studies of 2012/2013 are analysed. In order to fulfil the purpose of the study, the following research questions are posed:

  • Does the national test of social studies primarily test knowledge of facts or learned abilities?
  • Do the teacher constructed tests primarily test knowledge of facts or learned abilities?
  • How does the knowledge being tested in the national test compare to the knowledge being tested in the teacher constructed tests?         

In order to determine the relation between knowledge of facts and learned abilities, the study has used the model of first order concepts and second order concepts as a point of departure. Knowledge of facts is represented here by first order concepts, while learned abilities are represented by second order concepts. Apart from the national test of Social studies, twelve teacher constructed tests have been analysed. The tests were collected from four different teachers from four different schools in three different municipalities. Each grade is represented by four tests. The analysis takes the form of a five-valued dimensional analysis.The results show that the tests are generally equivalent, although some differences are evident that indicate a certain amount of autonomy for the teachers. The questions of the national test mostly target knowledge of facts or a combination of knowledge of facts and learned abilities. The teacher constructed tests largely test knowledge of facts, and only half as frequently test a combination of knowledge of facts and learned abilities. There are nearly no questions that solely test learned abilities. When learned abilities are tested, both types of tests focus on abilities in causality and deduction, but the teacher constructed tests demand that the students substantiate their answers to a higher degree. 

Place, publisher, year, edition, pages
2014. , 63 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:kau:diva-32489OAI: oai:DiVA.org:kau-32489DiVA: diva2:724739
Subject / course
Social and Political Studies
Educational program
Secondary Education Programme: Upper-Secondary School: Social Science (330 ECTS credits)
Supervisors
Examiners
Available from: 2014-10-13 Created: 2014-06-13 Last updated: 2014-10-13Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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