This essay has it purpose to view the assessment and grading in physical education in the Swedish school. Recently published reports from skolverket prove that boys have higher grades in the physical education than girls. Some mean that the reason of this is that the teachers don´t follow the curriculum. The problems we chose to examine are how much do teachers know how to use and connect the curriculum to their teaching? How much of the information and criterion in the curriculum do the teachers use to grade their pupils? And most importantly we wanted to examine why boys gets higher grades then girls, when the curriculum doesn’t seem to suit boys any better than girls. We have interviewed teachers in a certain district and our study shows that the teachers have good knowledge about the curriculum. The curriculum leaves big room for the teacher’s valuation of how to teach. The gender perspective of the physical education needs a development and research. Only one of these schools has equal grades between boys and girls. The result shows how all examined schools think about the gender problems in physical education, and how they work with gender in the teaching and grading.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-15042 |
| Date | January 2011 |
| Creators | Fritzon, Sebastian, Eng, Markus |
| Publisher | Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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