Alla barn har rätt till en likvärdig utbildning, vilket innefattar rätten till en likvärdig betygsättning. Organisationer och myndigheter, såsom Förenta nationerna, Skolverket och Diskrimineringsombudsman, belyser gång på gång vikten av alla barns lika värde i skolan. Att flertal aktörer framhäver vikten av likvärdighet samt arbetar aktivt för att uppnå likvärdig betygsättning för alla elever innebär dock inte alltid att alla elever blir betygsatta utifrån samma grunder. Ett mått att mäta likvärdighet i betygen är att identifiera betygens validitet. Betygsättning av elever utifrån personliga egenskaper istället för ämneskunskaper innebär att betygen får en låg validitet. Detta examensarbete kommer att studera hur elever med olika bakgrund. Studien avgränsas till att analysera upplevelserna utifrån två grunder; kön och etnicitet. avseende kön och etnicitet upplever att de blir betygsatta i matematik. Studien syftar till att undersöka differenser gällande upplevelser av betygssättning i matematik mellan elever med utländsk kontra svensk bakgrund samt differenser mellan pojkar och flickor. Med utländsk bakgrund avses i detta arbete en elev som är född utanför Sverige eller har föräldrar som är födda utanför Sverige. Detta examensarbete är uppdelat i två delar; en undersökande del och en utvecklingsdel. Den undersökande delen har för avsikt att genom datainsamling undersöka hur svenska skolan förhåller sig till en likvärdig bedömning inom matematik. Undersökningen sker via intervjuer, enkäter och litteraturstudier. Där utöver syftar studien till att undersöka lärarperspektivet i frågan avseende hur lärare uppfattar elevers prestationer i matematik och hur elevernas bakgrund kan påverka lärarens betygsättning. Det utfördes både kvalitativ och kvantitativ datainsamling i form av enkäter samt intervjuer. Totalt kom det in 359 enkätsvar och det utfördes 16 elevintervjuer samt fem lärarintervjuer. Deltagande lärare och elever i intervjuer samt enkätundersökningen var från fyra olika skolor i olika kommuner. Enkäterna genomgick en kvantitativ analys och intervjuerna genomgick en tematisk analys. Det utvecklingsdelen ämnade att skapa ett manus till en eventuell informationsfilm som lyfter undersökningsdelens resultat och upplyser lärare om elevers upplevelser om likvärdigheten i betygssättning i matematik. Resultatet påvisar att pojkar med utländsk bakgrund i allmänhet har sämre gymnasiebetyg i matematik. Enligt studien upplever eleverna i denna grupp att deras betyg inte möter deras prestationer. Flickor med svensk bakgrund har högst betyg enligt studien och de upplever i allra högst grad att deras betyg matchar prestationerna. Lärarna i studien ansåg att faktorer såsom språk, kultur och motivation påverkar betygssättningen. Vidare ansåg de att elever med utländsk bakgrund hade svårare att uppnå högre betyg i matematik på grund av språkbrister. Familjen hade även en påverkan enligt både lärare samt elever. Ett exempel på detta var att elever som fått låga betyg i matematik under grundskolan, men ändå haft behörigheten att börja på gymnasieprogram såsom natur och teknik, väljer dessa linjer på grund av press från föräldrar. Elever med högutbildade föräldrar klarar sig bättre i matematik och samtidigt påvisas att en mindre andel elever med utländsk bakgrund hade föräldrar som var utbildade. Lärarna hade mer tendenser att ge högre betyg till de elever som hade högst motivation. Utifrån denna studie hade vissa lärare tendenser att utgå ifrån stereotyper vid bemötande av eleverna samt vid vissa fall vid betygsättningen inom matematik. Förslag har presenterats för att försöka uppnå en mer likvärdig betygsättning genom att öka validiteten för betygen. Förslag såsom anonyma prov, kartläggning av stereotyper samt stöd för elever som inte får hjälp hemifrån med matematiken har lyfts upp i manuset. Detta examensarbete har för avsikt att bidra med insikter om hur betygsättningen inte alltid är likvärdig, trots lagar och förslag för bedömning i matematik. Detta utifrån att betyg har låg validitet. Ett hållbart samhälle kräver en hållbar skola därför är strävan efter likvärdiga betyg vitalt då det gynnar flertal globala mål. Att pojkar med utländsk bakgrund får sämre betyg innebär inte att de inte blir likvärdigt bedömda, utan det kan även vara på så sätt att de presterar sämre i matematik. / All children have the right to an equal education, which includes the right to an equal grade. Organizations and authorities, such as the United Nations, the National Agency for Education and the Discrimination Ombudsman, repeatedly highlight the importance of the equal value of all children in school. However, the fact that several actors emphasize the importance of equivalence and work actively to achieve equal grading for all students does not always mean that all students are graded on the same grounds. One measure of measuring equivalence ingrades is to identify the validity of grades. Grading of students based on personal characteristics instead of subject knowledge means that the grades have a low validity. This thesis will study how students with different backgrounds. The study is limited to analyzing the experiences on two grounds; gender and ethnicity. regarding gender and ethnicity feel that they are graded in mathematics. The study aims to investigate differences regarding experiences of grading in mathematics between students with a foreign versus Swedish background as well as differences between boys and girls. By foreign background is meant in this work a student who was born outside Sweden or has parents who were born outside Sweden. This thesis is divided into two parts; an investigative part and a development part. The investigative part intends to investigate through data collection how the Swedish school relates to an equivalent assessment in mathematics. The survey takes place via interviews, questionnaires and literature studies. In addition, the study aims to examine the teacher's perspective on the issue of how teachers perceive students' performance in mathematics and how students' backgrounds can affect teachers' grades. Both qualitative and quantitative data collection was performed in the form of questionnaires and interviews. A total of 359 questionnaire responses were received and 16 student interviews and five teacher interviews were conducted. Participating teachers and students in interviews and the survey were from four different schools in different municipalities. The questionnaires underwent a quantitative analysis and the interviews underwent a thematic analysis. The development part intended to create a script for a possible information film that highlights the results of the survey part andi nforms teachers about students' experiences of the equivalence in grading in mathematics. The results show that boys with a foreign background generally have poorer high school grades in mathematics. According to the study, the students in this group feel that their grades do not match their performance. Girls with a Swedish background have the highest grades according to the study and they experience to a very high degree that their grades match the achievements. The teachers in the study considered that factors such as language, culture and motivation affect the grading. Furthermore, they considered that students with a foreign background had more difficulty in achieving higher grades in mathematics due to language deficiencies. The family also had an impact according to both teachers and students. An example of this was that students who received low grades in mathematics during primary school, but still had the right to start high school programs such as nature and technology, choose these lines due to pressure from parents. Pupils with highly educated parents do better in mathematics and at the same time it is shown that a smaller proportion of pupils with a foreign background had parents who were educated. The teachers had more tendencies to give higher grades to the students who had the highest motivation. Based on this study, some teachers tended to start from stereotypes when treating students and in some cases when grading in mathematics. Proposals have been presented to try to achieve a more equivalent grading by increasing the validity of the grades. Suggestions such as anonymous tests, mapping of stereotypes and support for students who do not receive help from home with mathematics have been raised in the script. This thesis intends to contribute insights into how grading is not always equivalent, despite laws and proposals for assessment in mathematics. This is based on the fact that grades have low validity. A sustainable society requires a sustainable school, therefore the pursuit of equivalent grades is vital as it benefits several global goals. The fact that boys with a foreign background receive poorer grades does not mean that they are not assessed equally, but it can also be the case that they perform worse in mathematics.

Equal and fair grading is crucial for the grading system to be perceived as legitimate by society and for the selection to higher education to be legally secure for the student. In a grading system where the teacher has a high degree of autonomy in the grading process, demands are placed on the teacher's integrity and professionalism. This systematic literature study examines which assessment and grading practices can strengthen equal and fair grading, and which difficulties may arise in the tension between the student's legal security and the teacher's professionalism. The study is based on an organizational justice theory with three different perspectives: distributive justice, procedural justice, and interpersonal justice. The main result of the study is that relational and caring assessment and grading practices, a collective interpretation of the grading criteria at national level, and high validity and reliability in the assessment method are strengthening for equal and fair grading. In addition, difficulties arise regarding teachers' assessment and grading practices when the teacher's role as grader is questioned, and the grading process is influenced by internal or external factors. This has consequences for the student's legal security since the teacher's professional judgment stands as the sole guardian of maintaining it. The conclusion is that grading systems that aspire to be equal and fair need principles for how the balance between individual and impartial assessments should be applied.

Children have the by law regulated right to an equal education and they also have the right to equivalence in their education. Furthermore, it is also important that their education should lead to equity. Equal, equivalence and equity are different words used in the same context. They stand for somewhat different meanings, but they are used as an important objective of the educational system. Equivalence is a word with a wide meaning and how you define the word might impact your educational practice of equivalence somewhat differently. Although the meaning of equivalence as a concept have differed during the past decades, it is an important part of the school policies in Sweden. This means that although the School law and the Curriculum regulating the Early Childhood Education and Care regards equivalence as an important part of our children’s education, the people implementing the concept might actualize equivalence differently. The purpose of our study is to explore how four principals' and four assistant principals' reasons about their implementation of the equivalent education in preschools from eight different catchment areas. We also wish to study if there are any significant variation in the implementation strategies between the two municipalities (equable in their population) regarding an equal education for the youngest children in the educational system. In our study we used qualitative interviews with prepared questions as a method for gathering our empiric material. After transcribing the interviews, we used specific keywords to search through the material as a preparation for a content analysis of the transcribed interviews. Our theoretical basis used in our results is selected models of implementation strategies, including the aspects that may influence the process of implementation. Our result points to both similarities and variations in our respondents reasoning. We also found that different strategies are used in separate stages of the implementation process. These different strategies also use variations in the distribution of accountability within the chain of implementation participants.