Abstract
This article examines the role and pedagogical implications of supportive assessment strategies at the interface where curriculum, general Didaktik and pedagogy meet; theoretically, the article draws upon concepts from research in each of those domains. This interplay is examined in relation to the performance-orientation on two curricular levels: on the programmatic curriculum level, Sweden is used as an example for a result-oriented curricular assessment context. On the enacted curriculum level, a high-performing class in year 8 in a Swedish compulsory school is chosen as a concrete case. Methodologically, the study represents a classroom case study. The empirical data corpus has been collected during one school year and consists of video-recorded lesson observations in the subjects of Swedish and science, semi-structured interviews with teachers and students, and field notes and teaching artefacts in the form of teaching documents. The results show that the supportive assessment strategies used in this classroom context can be understood as a kind of catalyst for the curricular performance orientation, where the effective achievement of externally set up outcome expectations is the purpose. Finally, this is critically discussed, among others, in relation to a bildungs-oriented understanding of education.
Highlights
Keywords assessment for learning, standards-based curriculum, general didactics, performance, classroom studies. This classroom case study revolves around the role and pedagogical implications of assessment strategies that are intended to support learning in a performance-oriented curricular assessment context
This observation represents the starting point for this article, whose purpose is to provide insights into how the standards-based curriculum is transformed into teaching in a performance-oriented classroom context and how the concept of performance can be understood in relation to supportive assessment strategies from a general Didaktik and pedagogic perspective
This implies analysis of the character of the performance orientation that becomes visible in a performance-oriented classroom, how the role of assessment strategies that intend to support teaching and learning in relation to this performance orientation can be understood, and what are the pedagogical implications that emerge
Summary
This classroom case study revolves around the role and pedagogical implications of assessment strategies that are intended to support learning in a performance-oriented curricular assessment context. This observation represents the starting point for this article, whose purpose is to provide insights into how the standards-based curriculum is transformed into teaching in a performance-oriented classroom context and how the concept of performance can be understood in relation to supportive assessment strategies from a general Didaktik and pedagogic perspective.
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