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

Maria del Carmen Gómez, Anders Jakobsson

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.


Full Text:

PDF


DOI: https://doi.org/10.5296/jet.v2i2.7107

Refbacks

  • There are currently no refbacks.


To make sure that you can receive messages from us, please add the 'macrothink.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

Copyright © Macrothink Institute      ISSN 2330-9709