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Likvärdig bedömning i grundskolans musikämne?

Wall, Hannes LU (2014) LMMN94 20141
Malmö Academy of Music
Abstract (Swedish)
I egenskap av lärarstudent med ett år kvar av utbildningen har jag fortfarande vissa svårigheter med att tolka den nya läroplanen, Lgr 11. Jag har därför undersökt hur yrkesaktiva lärare tolkar och hanterar den nya läroplanen. Studien innehåller också en analys av likvärdigheten av lärarnas tolkningar eftersom nya rapporter påpekar bristande likvärdighet i den svenska skolan.
Studien är kvalitativ och datainsamlingen sker genom semistrukturerade intervjuer med fem högstadielärare i Malmöområdet.
Resultatet presenteras i fyra olika avsnitt, (i) lärarnas syn på förberedelsearbetet med den nya läroplanen, (ii) lärarnas tolkning och arbete med läroplanens värdeord, (iii) lärarnas tolkning och arbete med otydliga begrepp i läroplanen, (iv)... (More)
I egenskap av lärarstudent med ett år kvar av utbildningen har jag fortfarande vissa svårigheter med att tolka den nya läroplanen, Lgr 11. Jag har därför undersökt hur yrkesaktiva lärare tolkar och hanterar den nya läroplanen. Studien innehåller också en analys av likvärdigheten av lärarnas tolkningar eftersom nya rapporter påpekar bristande likvärdighet i den svenska skolan.
Studien är kvalitativ och datainsamlingen sker genom semistrukturerade intervjuer med fem högstadielärare i Malmöområdet.
Resultatet presenteras i fyra olika avsnitt, (i) lärarnas syn på förberedelsearbetet med den nya läroplanen, (ii) lärarnas tolkning och arbete med läroplanens värdeord, (iii) lärarnas tolkning och arbete med otydliga begrepp i läroplanen, (iv) lärarnas arbete med mellanbetygen (D och B). Resultatet visar att det finns tydliga skillnader i hur lärare tolkar och använder sig av läroplanen. De har även haft olika förutsättningar på skolorna vid implementeringsarbetet.
Slutsatsen är att lärarnas skiljda tolkningar påverkar likvärdigheten av bedömningen genom att lärare har olika förväntningar på vad elever ska prestera för att nå ett visst kunskapskrav. Det tydliggörs även att trots att den nya läroplanen hade som mål att skapa likvärdig bedömning så har detta ännu inte uppnåtts. (Less)
Abstract
As a teacher student with only one year left until fully educated, I still have some difficulties completely understanding and interpreting the new curriculum, Lgr 11, for the higher grades of Swedish elementary school. Therefore I examined how working teachers tend to interpret and deal with this new curriculum. The thesis also contains an analysis of the teachers’ answers in the perspective of equivalent and fair assessment between different schools with the background of research saying schools differ a lot when it comes to assessing the pupils with the use of the curriculum.
The thesis uses a qualitative method and the data is acquired through interviews with five teachers.
The main results of the thesis are presented in four... (More)
As a teacher student with only one year left until fully educated, I still have some difficulties completely understanding and interpreting the new curriculum, Lgr 11, for the higher grades of Swedish elementary school. Therefore I examined how working teachers tend to interpret and deal with this new curriculum. The thesis also contains an analysis of the teachers’ answers in the perspective of equivalent and fair assessment between different schools with the background of research saying schools differ a lot when it comes to assessing the pupils with the use of the curriculum.
The thesis uses a qualitative method and the data is acquired through interviews with five teachers.
The main results of the thesis are presented in four different themes, (i) the teachers’ preparations with the new curriculum, (ii) how teachers interpret and deal with the value words in the curriculum, (iii) how teachers interpret and deal with the term personal musical expression and (iv) how teachers use the grades D and B, which lack any specific grade criteria other than that the student shall reach a majority of the criteria for the higher grade (C and A). The findings show that there are obvious differences in how the teachers interpret and deal with the curriculum as well as in their perception of the prerequisite of the implementation and preparation with the new curriculum.
The main conclusion is that these differences affect the equivalence and fairness of the assessment of pupils by putting up different expectations for the same grade criteria. It also show that in spite the will of the authorities to create equivalent assessment with the new curriculum, at least so far, it seems to be a quite difficult task as it has not yet been reached. (Less)
Please use this url to cite or link to this publication:
author
Wall, Hannes LU
supervisor
organization
alternative title
Equal assessment within the music subject in Swedish elementary school?
course
LMMN94 20141
year
type
M3 - Professional qualifications ( - 4 Years)
subject
keywords
betyg, implementering av läroplan, kunskapskrav, läroplan, grundskola, musik, skola, likvärdighet, Lgr 11, Musiklärare, bedömning, Musikpedagogik, Utbildningsvetenskap, betygskriterier. Social Science, Music Education, Music, music teacher, assessment, equality, equivalence, school, curriculum, grades.
language
Swedish
id
4461869
date added to LUP
2014-06-19 11:51:14
date last changed
2014-06-19 11:51:14
@misc{4461869,
  abstract     = {As a teacher student with only one year left until fully educated, I still have some difficulties completely understanding and interpreting the new curriculum, Lgr 11, for the higher grades of Swedish elementary school. Therefore I examined how working teachers tend to interpret and deal with this new curriculum. The thesis also contains an analysis of the teachers’ answers in the perspective of equivalent and fair assessment between different schools with the background of research saying schools differ a lot when it comes to assessing the pupils with the use of the curriculum.
The thesis uses a qualitative method and the data is acquired through interviews with five teachers.
The main results of the thesis are presented in four different themes, (i) the teachers’ preparations with the new curriculum, (ii) how teachers interpret and deal with the value words in the curriculum, (iii) how teachers interpret and deal with the term personal musical expression and (iv) how teachers use the grades D and B, which lack any specific grade criteria other than that the student shall reach a majority of the criteria for the higher grade (C and A). The findings show that there are obvious differences in how the teachers interpret and deal with the curriculum as well as in their perception of the prerequisite of the implementation and preparation with the new curriculum.
The main conclusion is that these differences affect the equivalence and fairness of the assessment of pupils by putting up different expectations for the same grade criteria. It also show that in spite the will of the authorities to create equivalent assessment with the new curriculum, at least so far, it seems to be a quite difficult task as it has not yet been reached.},
  author       = {Wall, Hannes},
  keyword      = {betyg,implementering av läroplan,kunskapskrav,läroplan,grundskola,musik,skola,likvärdighet,Lgr 11,Musiklärare,bedömning,Musikpedagogik,Utbildningsvetenskap,betygskriterier. Social Science,Music Education,Music,music teacher,assessment,equality,equivalence,school,curriculum,grades.},
  language     = {swe},
  note         = {Student Paper},
  title        = {Likvärdig bedömning i grundskolans musikämne?},
  year         = {2014},
}