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Ännu icke godkänt: lärares sätt att erfara betygssystemet och dess tillämpning i yrkesutövningen
Kristianstad University College, Department of Behavioural Sciences.
2004 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

This thesis reports results from a study that focuses on how teachers experience the criterion-referenced grading system and how they say they use it in their professional work. The empirical study was carried out as semi-structured audiotaped interviews with thirty qualified teachers, in the subjects English, Maths and Swedish. The outcome of the qualitative analysis consists of four parts. In the first, the theme analysed was teachers' ways of experiencing the grading system as a phenomenon. This theme has an phenomenographic approach. The results are described in four hierarchically arranged categories. In the second theme, teachers' ways of using the grading system in their professional work was examined. Six situations were identified. In the third theme, teachers' experience of what aspects they discern in the student's grade, was in focus. Even here six categories were established. Finally, four different examples of attitudes towards the grading system and the grading process are presented as a fictional composite. The results show that the new criterion-referenced grading system in secondary schools in Sweden seems to funciton unsatisfactorily. Teachers seem not to have grasped the assumptions underlying the grading system. The change from grading based on quantitative aspects of knowledge to qualitative ones, was evidently too big a step. Instead teachers' assessment and grading follow ingrained habits.

Abstract [sv]

Ett nytt betygssystem infördes i grundskolan i Sverige 1995. Det tidigare relativa eller normrelaterade systemet ersattes av ett kriterierelaterat, benämnt det mål- och kunskapsrelaterade betygssystemet. Övergången till kriterierelaterade bedömningsprinciper ställer nya och andra krav på lärare. I denna studie undersöks lärares sätt att erfara betygssystemet och dess tillämpning i yrkesutövningen. Studien bygger på intervjuer med 30 behöriga lärare i ämnena engelska, matematik och svenska, verksamma vid 10 olika grundskolor i södra Sverige våren 2000. Resultaten visar att det mål- och kunskapsrelaterade betygssystemet, fem år efter införandet, fungerar otillfredsställande. Lärare tycks inte ha erbjudits tillräckliga möjligheter att skapa sig en förståelse av de antaganden och de principer systemet vilar på och de intentioner som statsmakten avser med betygssystemet. Övergången, från normrelaterade till kriterierelaterade bedömningsprinciper i kombination med en förändrad kunskapssyn, förefaller vara alltför komplicerad.

Place, publisher, year, edition, pages
Malmö: Lärarutbildningen, Malmö högskola , 2004. , p. 230
Series
Malmö studies in educational sciences, ISSN 1651-4513 ; 15
Keyword [en]
Betygsättning, grundskolan, Sverige, Målrelaterade betyg, Grundskollärare
National Category
Pedagogical Work Social Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-6207ISBN: 91-85042-12-9 (print)OAI: oai:DiVA.org:hkr-6207DiVA, id: diva2:296643
Public defence
(English)
Note
Diss. Lund : Lunds universitet, 2004Available from: 2010-03-02 Created: 2010-02-18 Last updated: 2010-03-02Bibliographically approved

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Total: 215 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf