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Betyg i gymnasiesärskolan: En studie kring elevers erfarenheter av att få betyg
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Grades in Upper Secondary Education for Pupils with Learning Disabilities : A Study about Pupils Experiences from getting Grades (English)
Abstract [en]

The purpose of this study is to examine pupils´ experiences from getting grades in upper secondary education for pupils with learning disabilities and which impact this has on these pupils how they form and get formed as schoolchildren. Four pupils in upper secondary education for pupils with learning disabilities in a Swedish community have participated in qualitative semi-structured interviews. All analysis that has been made has focused on these pupils´ stories about getting grades. I have asked openly formulated questions so that the pupils themselves have had the possibility to highlight those experiences that they want to share.

Three categories that I have used, with starting point from the questions in this study, to analyze the answers in the interview material is how the pupils talk about the bases for grading, the pupils´ self-awareness when they talk about their own grades and the pupils´ view when they talk about the importance of grades. The theoretical base of the study is policy enactment.

One conclusion of this study is that both teachers and pupils in upper secondary education for pupils with learning disabilities often is based on other factors than what different policy documents says about what should be the ground for teachers grading. One other result with the study is that the pupils in this type of school have a relatively positive view on grades. The result of the study also shows that the pupils that have been interviewed experience grades as something that is important for them even though they don´t seem to be especially aware of their own grades.

Abstract [sv]

Syftet med denna studie är att undersöka vilka erfarenheter elever inom gymnasiesärskolan har av att få betyg samt vilka konsekvenser detta får för hur elever formas och formar sig som skolelever. Fyra elever som går på en gymnasiesärskola i en svensk kommun har deltagit i kvalitativa halvstrukturerade intervjuer. Samtliga analyser som gjorts har fokuserat på dessa elevers berättelser om att få betyg. Jag har ställt öppet formulerade frågor så att eleverna själva har getts möjlighet att lyfta fram de erfarenheter de själva vill.

Tre kategorier som jag har använt mig av, med utgångspunkt från denna studies frågeställningar, för att analysera svaren i intervjumaterialet är hur eleverna berättar om grunderna för betygsättning, elevernas självinsikt i sina berättelser kring sina egna betyg samt elevernas syn i sina berättelser på betygens betydelse. Studiens teoretiska utgångspunkt är policy enactment.

En slutsats i denna studie är att såväl lärare som elever i gymnasiesärskolan ofta utgår från andra faktorer än vad som anges i olika policydokument för vad som ska ligga till grund för lärares betygsättning. Ett annat resultat med studien är att eleverna i gymnasiesärskolan har en relativt positiv syn på betyg. Studiens resultat visar även att eleverna som har intervjuats upplever att betygen är viktiga för dem trots att de inte verkar vara särskilt medvetna om sina egna betyg.

Place, publisher, year, edition, pages
2015. , 33 p.
Keyword [en]
Grades, Upper Secondary Education for Pupils with Learning Disabilities, Pupils Experiences, Policy Enactment, Special Education.
Keyword [sv]
Betyg, Gymnasiesärskola, Elevers erfarenheter, Policy enactment, Specialpedagogik.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kau:diva-36887OAI: oai:DiVA.org:kau-36887DiVA: diva2:827387
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Mental and Intellectual challenges (90 ECTS credits)
Supervisors
Examiners
Available from: 2015-06-29 Created: 2015-06-26 Last updated: 2015-06-29Bibliographically approved

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