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En kvantitativ studie om lärares inställning till och arbete med Nationella Prov: En enkätstudie i syfte att beskriva lärares uppfattning av huruvida NP bidrar till likvärdig bedömning och ökad måluppfyllelse i mellan – och högstadiet.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2015 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
A Quantitative Study of Teachers’ Attitudes to and Work with Standardized Tests : A survey aiming to examine whether teachers believe that national tests contribute to equivalent assessment and increased goal attainment in upper primary – and secondary school (English)
Abstract [en]

The level of increased central government that we have experienced during the last decades in school, for the purpose of increasing equality and to adapt the Swedish school to a certain international standard, clearly shows that increased control scarcely leads to improvement.

The aim of this paper is to examine whether teachers believe that national tests contribute to equivalent assessment and increased goal attainment. Furthermore the teachers’ attitude towards and work with national tests is described. The paper is written from a school improvement perspective, where good examples from current research on what creates increased quality in school meaning increased goal attainment and equivalent assessment are related to research on school effectiveness and increased testing in schools. The study builds upon a quantitative survey among teachers in upper primary - and secondary school in a medium-sized municipality in Sweden.

The result shows that the teachers have a somewhat more positive than negative attitude towards national tests, as a whole. The teachers use the tests in their instruction and they are a part of their planning. The advantages mentioned are the possibilities of showing off good examples, making the curriculum concrete, prepare the students for the test and get guidelines and support in assessment and grading. The teachers in the survey don’t consider the tests giving a full image of the abilities of a student nor do they consider the tests themselves relevant for the student’s learning. The result also shows a certain variation in the attitude of the teachers. Teachers, who have worked the longest period of time, more than 20 years, are those with the best attitude towards the test and their ability to contribute to increased goal attainment and equivalent assessment. Teachers who have worked the shortest period of time are the most skeptical to the positive effects of the tests. The teachers generally consider the tests contributing to equivalent assessment to some degree, but have the least positive stance toward the ability of the tests leading to improved quality meaning increased learning and goal attainment.

Place, publisher, year, edition, pages
2015. , 74 p.
Keyword [en]
Quality improvement School Development School Effectiveness School Improvement Standardization Standardized tests/High stakes tests
National Category
URN: urn:nbn:se:kau:diva-36869OAI: diva2:827141
Subject / course
Applied Pedagogy
Educational program
Master programme in Educational Leadership and School Development, 60 hp
Available from: 2015-06-26 Created: 2015-06-26 Last updated: 2015-06-26Bibliographically approved

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