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Sweden : Past Didactic Influence and Present Efforts to Create Learning Progressions

Örbring, David LU and Molin, Lena (2016) In Learning Progressions in Geography Education p.55-74
Abstract
The Swedish school system comprises three school types: preschool, compulsory school (9 years) and secondary school (3 years). The latest curriculum reform was completed in 2011, updating policy documents and restructuring syllabuses, clarifying subject specific abilities and knowledge requirements. In 2012, national tests in geography were instituted for years 6 and 9, yielding support for equal and fair assessment, and concretizing curriculum and syllabus. National tests have proved to be the single most important factor for accomplishing a change of teachers’ teaching. The purpose of this article is to discuss teaching, progression and assessing pupils’ knowledge in the geography subject. Three didactic issues in teaching and knowledge... (More)
The Swedish school system comprises three school types: preschool, compulsory school (9 years) and secondary school (3 years). The latest curriculum reform was completed in 2011, updating policy documents and restructuring syllabuses, clarifying subject specific abilities and knowledge requirements. In 2012, national tests in geography were instituted for years 6 and 9, yielding support for equal and fair assessment, and concretizing curriculum and syllabus. National tests have proved to be the single most important factor for accomplishing a change of teachers’ teaching. The purpose of this article is to discuss teaching, progression and assessing pupils’ knowledge in the geography subject. Three didactic issues in teaching and knowledge assessment, purpose, content, and method, are furthermore highlighted. (Less)
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author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Geography, Assesment, National test, Education, Geography, Education, National test, Assessment
in
Learning Progressions in Geography Education
editor
Muñiz Solari , Osvaldo; Solem, Michael and Boehm, Richard
pages
55 - 74
publisher
Springer International Publishing
ISSN
2367-2773
ISBN
978-3-319-44716-2
DOI
10.1007/978-3-319-44717-9_4
language
English
LU publication?
yes
id
18e25e9a-5d34-4c06-a98e-b369f2257812
date added to LUP
2016-08-23 14:22:22
date last changed
2016-10-07 16:56:00
@misc{18e25e9a-5d34-4c06-a98e-b369f2257812,
  abstract     = {The Swedish school system comprises three school types: preschool, compulsory school (9 years) and secondary school (3 years). The latest curriculum reform was completed in 2011, updating policy documents and restructuring syllabuses, clarifying subject specific abilities and knowledge requirements. In 2012, national tests in geography were instituted for years 6 and 9, yielding support for equal and fair assessment, and concretizing curriculum and syllabus. National tests have proved to be the single most important factor for accomplishing a change of teachers’ teaching. The purpose of this article is to discuss teaching, progression and assessing pupils’ knowledge in the geography subject. Three didactic issues in teaching and knowledge assessment, purpose, content, and method, are furthermore highlighted.},
  author       = {Örbring, David and Molin, Lena},
  editor       = {Muñiz Solari , Osvaldo and Solem, Michael and Boehm, Richard},
  isbn         = {978-3-319-44716-2},
  issn         = {2367-2773},
  keyword      = {Geography,Assesment,National test,Education,Geography,Education,National test,Assessment},
  language     = {eng},
  pages        = {55--74},
  publisher    = {ARRAY(0x9bb9510)},
  series       = {Learning Progressions in Geography Education},
  title        = {Sweden : Past Didactic Influence and Present Efforts to Create Learning Progressions},
  url          = {http://dx.doi.org/10.1007/978-3-319-44717-9_4},
  year         = {2016},
}