Science Teachers’ Assessment and Grading Practices in Swedish Upper Secondary Schools

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Science Teachers’ Assessment and Grading Practices in Swedish Upper Secondary Schools

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Publication Article, peer reviewed scientific
Title Science Teachers’ Assessment and Grading Practices in Swedish Upper Secondary Schools
Author del Carmen Gómez, Maria ; Jakobsson, Andreas
Date 2015
English abstract
This study examines science teachers assessment and grading practices as well as student participation in the assessment process in the upper secondary school. The teachers were asked 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 students regarding these skills. We report overall evidence-based assessment practices from the teachers’ comments in face-to-face interviews. Teachers’ comments are closely aligned and associated with long-established beliefs. The assessment and grading practices were found to be at odds with modern perspectives of assessment as well as its role in learning.
DOI https://doi.org/10.5296/jet.v2i2.7107 (link to publisher's fulltext.)
Publisher Macrothink Institute
Host/Issue Journal of Education and Training;2
Volume 2
ISSN 2330-9709
Language eng (iso)
Subject Assessment Practices
Science Education
Upper Secondary School
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/27898 Permalink to this page
Link to publication in DiVA Find this research publication in DiVA.
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