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Science Teachers’ Assessment and Grading Practices in Swedish Upper Secondary Schools
School of Science Education, Malmö University, Malmö, Sweden.
School of Science Education, Malmö University, Malmö, Sweden.ORCID iD: 0000-0003-1438-3607
2015 (English)In: Journal of Education and Training, ISSN 2330-9709, Vol. 2, no 2, 1-19 p.Article in journal (Refereed) Published
Abstract [en]

This study examines science teachers’ assessment and grading practices as well as studentparticipation in the assessment process in the upper secondary school. The teachers wereasked 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 studentsregarding these skills. We report overall evidence-based assessment practices from theteachers’ comments in face-to-face interviews. Teachers’ comments are closely aligned andassociated with long-established beliefs. The assessment and grading practices were found tobe at odds with modern perspectives of assessment as well as its role in learning.

Place, publisher, year, edition, pages
Las Vegas: Macrothink Institute, Inc. , 2015. Vol. 2, no 2, 1-19 p.
Keyword [en]
Grades, Assessment Practices, Science Education, Upper Secondary School, Knowledge
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:hh:diva-29992DOI: 10.5296/jet.v2i2.7107OAI: oai:DiVA.org:hh-29992DiVA: diva2:878497
Projects
Sonat projektet Wallenberg
Available from: 2015-12-09 Created: 2015-12-09 Last updated: 2015-12-09Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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