Syftet med detta studie är att bidra med kunskap kring hur geografilärare i åk. 4-6 går till väga för att uppfylla målet om likvärdighet inom betyg och bedömning, med koppling till värdeorden i kunskapskraven. Fokus ligger därför på de undersökta lärarnas erfarenheter samt kunskaper kring metoder för likvärdig bedömning och tolkning av värdeorden i kunskapskraven för geografi. De sju respondenterna, som samtliga arbetar som geografilärare på olika skolor i Värmland, har lämnat information till studien via kvalitativa intervjuer. I undersökningen har det konstaterats att det finns en rad olika metoder verksamma lärare använder sig av för att uppfylla målet om en likvärdig bedömning. Att tolka värdeorden är något som visat sig vara svårt göra på egen hand, men diskussioner med kollegor kan bidra till att detta arbete underlättas. Undersökningen har också visat att Skolinspektionens (2018) råd om att använda sambedömning i skolor för att minska variationen är något som används frekvent hos studiens respondenter. Resultatet har analyserats med hjälp av en tematisk analys, där samtliga metoder och verktyg för likvärdig bedömning som framkommit under intervjuerna har registrerats och förts in i tematiska kartor. Läroplansteori har presenterats och använts vid analys av respondenternas svar för att ge en ökad förståelse för vilka ramar de arbetar inom. Studien visar att det kan vara riskfyllt att helt på egen hand försöka bedöma sina elever efter kunskapskraven i geografi, men att det finns användbara hjälpmedel att tillgå vilket kvalitetssäkrar det svenska betygssystemet och dess urvalsfunktion som ska se till att rätt elever antas till rätt gymnasie-och högskoleprogram. / The purpose of this study was to contribute knowledge about how geography teachers in year 4-6 goes to fulfill the goal of equivalence within grading and assessment, with links to the value words of the Swedish curriculum. The focus is on the teachers' experiences and knowledge about methods for equal assessment and interpretation of the value words in the knowledge requirements for geography. The seven respondents, who all work as geography teachers at schools in Värmland, have provided information to the study via semi-structured qualitative interviews. In the survey it has been found that there are several different methods that teachers use to fulfill their goal of an equal assessment. Interpreting the value words is something that has proved difficult to do on its own, but discussions with colleagues can help make this work easier. The study has also shown that the Swedish School Inspectorate's (2018) advice on using co-assessment in schools to reduce variation is something that is used frequently by the study's respondents. The result has been analyzed with the help of a thematic analysis, in which all methods and tools for equal assessment that emerged during the interviews have been registered and put into thematic maps. Curriculum theory has been presented and used in analyzing the respondents answers to give a better understanding of the framework they work in. The study shows that it as a teacher can be risky to completely try to judge students on your own according to the knowledge requirements in geography, but that there are useful tools available which quality assures the Swedish grading system and its selection function, which must ensure that the right students are admitted to the correct upper secondary school and university programs.

I studien har rektorer, lärare i engelska och elever på en gymnasieskola blivit intervjuade med utgångspunkt i arbetet med det centrala innehållet och kunskapskraven i kursen engelska 5. Rektorerna och lärarna har beskrivit hur de ser på arbetet med styrdokumenten, ansvaret och betydelsen för eleverna. Eleverna har beskrivit hur de uppfattat arbetet, sin egen insats och vikten av detsamma för deras resultat. Studiens syfte var att synliggöra hur rektorer och gymnasielärare beskriver sitt arbete med att förmedla innehållet i det centrala innehållet och kunskapskraven för engelska 5 och hur elever tolkar och förstår innebörden av dessa, deras användning och betydelse. Semistrukturerade intervjuer har genomförts och dessa har analyserats från ett fenomenografisk perspektiv för att uppdaga hur individerna förstått uppdraget. I analysen framställdes översikter av de olika grupperna vilka belyste både likheter och olikheter mellan individerna i gruppen. Rektorerna lyfte fram betydelsen av detta arbete för elevernas kunskapsutveckling och för elevinflytande men förlitade sig helt på lärares profession vad gäller genomförandet. Trots att lärarna kämpade med att förklara innehållet och begreppen i kunskapskraven för eleverna kunde de alla se nyttan av dessa för kunskapsutveckling. Eleverna förstod dock inte alltid betydelsen eller hur de kunde dra nytta av dessa. Eleverna kände till begreppen i kunskapskraven och deras innebörd i varierande grad men de hade inte förståelse för deras betydelse för den egna kunskapsutvecklingen i kursen. Sammanfattningsvis visar resultatet att trots att lärarna är medvetna om svårigheterna med att arbeta med styrdokumenten finns det fortfarande en diskrepans mellan lärares försök att förmedla innehållet och begreppen och elevernas förståelse av hur detta kan appliceras på deras eget lärande. Rektorerna tycktes inte se någon anledning att träda emellan och stötta lärarna. Sammanfattningsvis är det väsentligt att poängtera vikten av att lärare ges möjligheter till samarbete för att utveckla detta arbete och därmed höja kvaliteten på undervisningen. / In this study Heads, English teachers and pupils, at an upper secondary school, have been interviewed regarding how the syllabus in English 5 is taught, made comprehensible, perceived and its use and importance for student performance. The main purpose of this study was to highlight how heads and upper secondary school teachers understand the task of communicating the core content and the knowledge requirements for English 5 and how the pupils interpret and understand the meaning, use and significance of this activity. Semi-structured interviews were conducted, and the transcripts were analysed from a phenomenographic perspective to reveal how both individuals understood the task. In the analysis, group overviews of Heads, teachers and pupils were presented, highlighting commonalties as well as differences between members of the group. The Heads emphasised the implications of this work for learning as well as the importance regarding pupils’ participation in decision-making. The Heads rely solely on teachers’ professionalism. Even though the teachers struggle to make the wording of the assessment criteria clear to the pupils, they all recognised its usefulness for learning. The pupils clearly did not always apprehend its meaning or use. The pupils had a general sense of what the expressions used for the knowledge requirements meant, although there was considerable variation. They were not aware of the full potential of using the criteria to support their progress and the outcome their studies. The study concludes that although the teachers are aware of the difficulties with teaching the content and meaning of the syllabus there is still a discrepancy between the teachers’ attempts to communicate and the pupils’ comprehension of how that knowledge could be able applied to their own learning. Heads do not appear to see a need to intervene or support teachers. The study concludes by arguing that teachers need the opportunities to collaborate in order to advance this work and thus further the quality of their teaching.

The purpose of this study was to describe and analyse teachers’ experiences of the transition from year 3 to year 4 in the Swedish compulsory school regarding the subject English. The study also concerned collaboration between teachers of English both within the same unit of the school system and between different units. Both questionnaires and interviews were used to collect the data and a total amount of 32 teachers from all over the country answered the questionnaires, 12 lower primary school teachers (years 1-3) and 20 upper primary school teachers (years 4-6). Three of the lower primary school teachers and eight of the upper primary school teachers also participated in a follow-up interview. The study revealed that the information passed on from lower primary school teachers to upper primary school teachers regarding the subject English differed greatly between different schools. The teachers’ experience of how well functioning the routines regarding meetings before the transition are also differed as well as how much attention the subject received during those meetings. Collaboration between teachers within the subject was found to be close to non-existent. This study shows the importance of functional and adequate routines and guidelines concerning the transmission of information about the pupils’ knowledge development to future teachers. The transition for and the continuous teaching of the pupils ease if sufficient information is passed on.

En stor fråga i skolans värld är vilken kunskap eleverna ska undervisas på och hur eleverna ska utvecklas. En annan fråga är hur lärare ska bedöma eleverna för att försäkra sig om att ämneskunskap och ämnesförmågor som att tillämpa, analysera och värdera begreppskunskapnår fram till eleverna.Syftet med uppsatsen är att undersöka hur skriftliga provfrågor ställs inom ämnet samhällskunskap på gymnasienivå. Vidare vill jag titta på vilka kunskaper kommer till uttryck i skriftligt prov. Studien kombinerar kvantitativ och kvalitativ metoder för att undersöka lärarens uppfattning om vilka kunskapsformer som dominerar i skriftliga prov och uppfattningar om denna typ av prov. Resultatet visar beroende på vilket område/ moment som ska examineras varierar kunskapsformer från faktakunskap, begreppskunskap till förståelse och analysförmågan. Resultatet visar även att fokus på vilka kunskaper ska testas beror på vilken betygsnivå eleven testas på. Vid betyget E-nivå är fokus på att förklara fakta och begrepp medan på C-nivå och A-nivå ligger fokus på att förstå, redogörelse och analyserande frågor.

This dissertation could be viewed as being exploratory on the role that teachers play in continuous assessment in Windhoek primary schools. The demand for new knowledge, skills and abilities necessitate the change in assessment of learning. The various literature that the researcher consulted indicate that not only Namibia, but many other countries worldwide have implemented continuous assessment methods in schools. The challenges and experiences with regard to continuous assessment in these countries are somehow different although there are also some commonalities. Thus, sharing and exchanging of views and ideas on continuous assessment among these countries is advisable. A deducible meaning of continuous assessment from the various literatures is that continuous assessment means any assessment event or activity in which there is a high level of interaction between the learner and the teacher who conducts the assessment. Thus, continuous assessment may be used solely for formative purposes but may also contribute in part or in whole to a summative decision. It became clear that all assessment practices reflect a number of assumptions relating to the nature of learning and teaching, and the purpose of assessment. The researcher gained insight from the teachers themselves as participants through analysis of their textual responses. The research was primarily qualitative. Open-ended questions were used to gain a contextualised and comprehensive understanding of the teachers’ perceptions and experiences regarding continuous assessment. From this study, it transpires that an effective and transparent assessment policy is not only vital to the success of educational practice, but it can help to meet the aspirations contained in the prevailing national education system of a country. The findings provide an alternative point of view from teacher-focussed research which is often conducted in Namibia. The data analysis outlines the role teachers’ play in continuous assessment in Windhoek primary schools. The researcher proposes concrete actions and programmes that could be embarked upon for the benefit of continuous assessment practice in schools. / Teacher Education / M. Ed. (Curriculum Studies)

The thesis deals with questions of how the purpose and content in the Swedish school subject Sloyd can be understood in the present, some years after a new curriculum came into effect in 2011. Through sloyd teachers’ stories of their knowledge and the historical traces that have left a mark on their teaching, such as older syllabuses and mediated experiences, the intention is to examine the pedagogical thinking that forms the classroom’s activities. The overall purpose is to develop knowledge of what shapes the design of sloyd, based on how the subject is expressed in the syllabus and in teachers' understandings of teaching and the subject. Based on previous knowledge and interviews, a hermeneutic research process has been designed and developed over time. Seventeen semi-structured interviews with textiles teachers where conducted, recorded and transcribed for the study. The hermeneutic interpretation process involved repeatedly reading and listening, and the material was coded using the digital analysis tool ATLAS.ti. Through repeated reading of the codes, three overarching themes were found: Textiles teachers' perceptions of Sloyd’s purpose and content, Textiles teachers’ teaching, and Manual and intellectual work in unity. The perspective of curriculum theory using a frame factor model is intended to highlight how Sloyd manifests itself at different levels of interpretation, which may impact how sloyd takes shape in the classroom. For a functional perspective on the study's data, didactic theory is used with a focus on subject didactics. The transformation phase is central to the shaping of Sloyd, where teachers’ beliefs and perceptions about the subject will influence their interpretation of the syllabus. Shulman's model of pedagogical thinking and action linked to pedagogical content knowledge, PCK, form the basis for the analysis together with theoretical perspectives on teachers’ pedagogical thinking as Kansanen and Hansén describes it. In summary, two levels of pedagogical thinking are distinguished by analysis. Firstly, based on those teachers who transform and implement teaching in sloyd based on an interpretation that follows the syllabus closely, and secondly, based on those who proceed from an interpretation that is closer to sloyd’s field of knowledge, based on handicraft. This results in two subject conceptions relating to sloyd. Teachers can ascribe to one of these, or move between them in the different phases of pedagogical planning and reflection. The conclusions also include an understanding of why the knowledge requirements in the syllabus largely relate to the students expressing themselves in words regarding their learning and their choices during the process. The curriculum is results-oriented and the knowledge that is evaluated must therefore be measurable and comparable, and be made possible to learn through the subject content. It can also be interpreted as an approximation of a practical knowledge culture to a theoretical knowledge culture, and therefore a legitimation of a practical subject in the school context that elementary school constitutes.

Den här studien har haft som syfte att studera om kvalitetskraven i betygsskalan stämmer överens mellan nationellt prov i SVA1 och motsvarande kursplan svenska som andraspråk 1 (SVA1) samt på vilket sätt det nationella provet underlättar tolkningen av kunskapskraven i kursplanen för SVA1. Undersökningen begränsar sig till att omfatta enbart den muntliga delen, delprov A muntlig framställning. För att beskriva och analysera vilka kunskaper som anses vara eftersträvansvärda i muntlig framställning har en kvalitativ innehållsanalys genomförts som ger en grundmodell till den efterföljande kunskapsanalysen. Resultaten från studiens innehållsanalys visar fram en hur processen kring den muntliga framställningen utgår från den retoriska arbetsmodellen med ett gediget förberedande arbete som följs upp med anförande och avslutas med elevresponser. Resultatet från kunskapsanalysen visar hur eleverna behöver behärska en kombination av kunskapsformerna episteme, techné och fronesis för att uppfylla betygskraven på de högre nivåerna. Studiens slutsatser är att kvalitetskraven stämmer överens mellan det nationella provets bedömningsmatris och kursplanen i svenska som andraspråk 1 (SVA 1) vad gäller bedömningen av elevens språkliga kvaliteter. Dessutom går det att dra slutsatsen att de krav på anpassning till det retoriska sammanhanget också är krav som återfinns i kursplanen men beskrivs mer allmänt i ett språkutvecklande perspektiv vilket underlättar tolkningen av kunskapskraven i kursplanen. Studien visar hur eleven för att få det lägsta betyget (E) behöver kunskaper om en retorisk framställning och att eleven kan presentera ett förberett innehåll inför en publik. / This study has aimed to study whether the quality of the grading scale is consistent between national test in Swedish as a Second Language (SSL) and corresponding syllabus in the curriculum of SSL 1and the manner in which the national test facilitates the interpretation of proficiency in the curriculum of SSL 1. The investigation is limited to include only the oral part, Section A Oral presentation. To describe and analyze the skills that are considered desirable in oral presentation, a qualitative content analysis was carried out to provide a basic model for the subsequent knowledge analysis. The results from the study's content analysis shows how the students developed a gradually expected to litigate an oral preparation taken from the rhetorical work model with a solid preparatory work followed up with speech and ends with response from the pupil class. The result of analysis shows how the students need to master a combination of knowledge forms episteme, techne and phronesis to meet rating requirements at the higher levels. The conclusions drawn from the study is that the quality is consistent between the national sample assessment matrix and the curriculum in Swedish as a Second Language (SSL) regarding the assessment of students' linguistic qualities. I also find that the requirements of customization available in the subsample to the rhetorical context is also the requirements listed in the syllabus but are more commonly described in a language development perspective. Thus it is possible to say that the national test facilitates the interpretation of the knowledge requirements of the curriculum. The study shows how the student to get the lowest score (E) requires knowledge of a rhetorical presentation and the student can present a prepared content to an audiense.

This dissertation could be viewed as being exploratory on the role that teachers play in continuous assessment in Windhoek primary schools. The demand for new knowledge, skills and abilities necessitate the change in assessment of learning. The various literature that the researcher consulted indicate that not only Namibia, but many other countries worldwide have implemented continuous assessment methods in schools. The challenges and experiences with regard to continuous assessment in these countries are somehow different although there are also some commonalities. Thus, sharing and exchanging of views and ideas on continuous assessment among these countries is advisable. A deducible meaning of continuous assessment from the various literatures is that continuous assessment means any assessment event or activity in which there is a high level of interaction between the learner and the teacher who conducts the assessment. Thus, continuous assessment may be used solely for formative purposes but may also contribute in part or in whole to a summative decision. It became clear that all assessment practices reflect a number of assumptions relating to the nature of learning and teaching, and the purpose of assessment. The researcher gained insight from the teachers themselves as participants through analysis of their textual responses. The research was primarily qualitative. Open-ended questions were used to gain a contextualised and comprehensive understanding of the teachers’ perceptions and experiences regarding continuous assessment. From this study, it transpires that an effective and transparent assessment policy is not only vital to the success of educational practice, but it can help to meet the aspirations contained in the prevailing national education system of a country. The findings provide an alternative point of view from teacher-focussed research which is often conducted in Namibia. The data analysis outlines the role teachers’ play in continuous assessment in Windhoek primary schools. The researcher proposes concrete actions and programmes that could be embarked upon for the benefit of continuous assessment practice in schools. / Teacher Education / M. Ed. (Curriculum Studies)

This study regards the central content and knowledge requirements for the subject of English 5 in the Swedish upper secondary school system. The study is based on an analytical reading of the documents and is complemented by a questionnaire that was answered by upper secondary school teachers. The aim of the study was to investigate what parts of the documents lack clarity, from a new teacher’s perspective. The study finds a few examples of terms that are likely to confuse new teachers when grading students. Furthermore, questions were raised regarding the course in general, such as how to give the students confidence to speak English, when to use Swedish in the classroom and which English speech communities and cultures teachers should focus on. The questionnaire provided answers that could be helpful to newly graduated English teachers who are preparing to work in the Swedish upper secondary school system.

This study examines how university academics understand and enact knowledge requirements embedded in official teacher education policies. The research probes faculty understandings of what constitutes ‘relevant and appropriate pedagogies’ in teacher education curricula, and the basis of such knowledge selections in the absence of a stable ‘knowledge base’ of teacher education. In teacher education, new national norms and standards are intended to guide curriculum processes in new programmes. However, policies remain open to wide interpretation and assume common understandings among the teacher education community with regard to knowledge, practices and values. This study, conducted in three university-based Faculties of Education, analyses the curriculum motivations, processes and practices of education academics, in an attempt to understand and explain their responses to policy requirements. The conceptual framework of Paul Trowler is employed to examine the Teaching and Learning Regimes (TLRs) at work in academic contexts. By lifting out the discursive repertoires, identities in interaction, tacit assumptions, connotative codes, implicit theories of teaching and learning, power relations, rules of appropriateness and recurrent practices among faculty members, this research demonstrates how knowledge is mediated in and through institutional contexts. Three parallel Faculty portraits elucidate stark differences in approaches to curricula and in curriculum processes, a consequence of the lack of a stable knowledge base and the perceived vagueness of policy directives. Significantly, institutional histories and traditions feature prominently as ‘shapers’ of academic responses to change, factors that, the study argues, government policies have not taken into account. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted