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Ännu icke godkänt. Lärares sätt att erfara betygssystemet och dess tillämpning i yrkesutövningen.

Selghed, Bengt LU (2004) In Malmö Studies in Educational Sciences
Abstract (Swedish)
Popular Abstract in Swedish

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... (More)
Popular Abstract in Swedish

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. (Less)
Abstract
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... (More)
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. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Professor Wedman, Ingemar, Idrotthögskolan Stockholm
organization
alternative title
Not yet passed: How teachers' experience a criterion-referenced grading system and what they say about its use in Swedish secondary school
publishing date
type
Thesis
publication status
published
subject
keywords
Pedagogy and didactics, phenomenography, teachers' assessing and grading practices, secondary school, criterion-referenced grading system, Pedagogik, didaktik
in
Malmö Studies in Educational Sciences
pages
225 pages
publisher
Bengt Selghed, Kristianstad University, Department of Behavioural Sciences, 291 88 Kristianstad,
defense location
Kristianstad University, building number 7, room 318
defense date
2004-10-08 13:00
ISSN
1651-4513
ISBN
91-85042-12-9
language
Swedish
LU publication?
yes
id
21ea9e43-5663-4fb8-b39a-f19d5839054e (old id 27794)
date added to LUP
2007-06-08 10:41:15
date last changed
2016-09-19 08:44:53
@phdthesis{21ea9e43-5663-4fb8-b39a-f19d5839054e,
  abstract     = {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.},
  author       = {Selghed, Bengt},
  isbn         = {91-85042-12-9},
  issn         = {1651-4513},
  keyword      = {Pedagogy and didactics,phenomenography,teachers' assessing and grading practices,secondary school,criterion-referenced grading system,Pedagogik,didaktik},
  language     = {swe},
  pages        = {225},
  publisher    = {Bengt Selghed, Kristianstad University, Department of Behavioural Sciences, 291 88 Kristianstad,},
  school       = {Lund University},
  series       = {Malmö Studies in Educational Sciences},
  title        = {Ännu icke godkänt. Lärares sätt att erfara betygssystemet och dess tillämpning i yrkesutövningen.},
  year         = {2004},
}