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Betyg och bedömning: En studie kring hur högstadielärare i samhällskunskap arbetar med betyg och bedömning enligt Lgr 11
Jönköping University, School of Education and Communication.
2015 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This paper aims to investigate how secondary school teachers of social studies working on grading and assessment in relation to Lgr 11. The paper will be based on three issues, and will be explored through interviews with five-working teachers. The existing boundaries and the essay outline and key concepts presented. Then follow the theoretical extensions selected. These are adapted along the topic selection. In the essay Background treated earlier school reforms and curriculum basic structure. Even the new role of the teacher and the school's general counsel issued. The method used in this study is a qualitative approach in the form of interviews. This is criticized and its reliability and validity are presented. The thesis of results dealing with the five different teachers and their answers to the questions asked. This is discussed and analyzed and linked than once to the theories previously selected. The result shows that the selected secondary school teachers to society of knowledge experiencing difficulties in interpreting the curriculum, its central content and knowledge requirements. The curriculum ambition of contributing to interpretations that may vary between teachers and this leads to an unequal assessment and grading. The study also shows that the selected teachers believe that the key to a fair and equal assessment is that teachers work together to design rubrics and other tools for both them and their students.

Place, publisher, year, edition, pages
2015. , 44 p.
Keyword [sv]
betyg bedömning Lgr11
National Category
Social Sciences
URN: urn:nbn:se:hj:diva-27043ISRN: JU-HLK-JU-2-20150029OAI: diva2:818662
Subject / course
HLK, Social Studies
Available from: 2015-06-10 Created: 2015-06-09 Last updated: 2015-06-10Bibliographically approved

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