Abstract
<p class="2M-body">This study examines science teachers’ assessment and grading practices as well as student participation in the assessment process in the upper secondary school. The teachers were asked about how and when they assess students and what was crucial when grading students. We asked when they considered students to have developed the following knowledge criteria: aptitude for critical thinking, analytical and practical skills and how they assessed students regarding these skills. We report overall evidence-based assessment practices from the teachers’ comments in face-to-face interviews. Teachers’ comments are closely aligned and associated with long-established beliefs. The assessment and grading practices were found to be at odds with modern perspectives of assessment as well as its role in learning.</p>
Highlights
Our study is based on issues related to developments in Swedish teachers’ assessment practices following school reforms in 1994 and the revised curriculum of 2011 (SOU, 2008, p. 27)
This study examines science teachers’ assessment and grading practices as well as student participation in the assessment process in the upper secondary school
Our study seeks to determine how these issues relate in a Swedish context and is one of several reporting the findings of a larger research project that aims to examine teachers’ assessment practices in upper-secondary science in Sweden
Summary
Our study is based on issues related to developments in Swedish teachers’ assessment practices following school reforms in 1994 and the revised curriculum of 2011 (SOU, 2008, p. 27). Our study is based on issues related to developments in Swedish teachers’ assessment practices following school reforms in 1994 and the revised curriculum of 2011 Our study seeks to determine how these issues relate in a Swedish context and is one of several reporting the findings of a larger research project that aims to examine teachers’ assessment practices in upper-secondary science in Sweden. The national curriculum in Sweden prescribes students’ participation in assessment; for this reason, we will focus on how and in what ways they are involved. This implies examining the extent to which teachers use features of formative assessment to serve the social construction of scientific knowledge according to the national curriculum
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