Abstract
This article is an analysis of the social and political implications of changes in school assessment practices. It is based on two interview surveys carried out by the Swedish National Agency for Schools. These surveys, commissioned by the Swedish government, sought answers to questions raised about the consequences of a criterion-referenced grading system implemented in 1994. Public schools in twenty municipalities took part in this survey during 2000, together with twenty independent (i.e. free-standing) state-funded Swedish schools in 2002. Politicians, administrators, teachers, head-teachers, parents and pupils were interviewed. Issues discussed in this article include decentralisation, accountability, co-operation and competition among schools, teachers' attitudes towards grading, and problems surrounding the promotion of pupils from the 9-year grundskola (comprehensive school for 7-16-year-olds) to the non-compulsory gymnasieskola (gymnasium or upper secondary school).
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