The purpose of this study is to give an insight into how school children in year six, in Sweden, value and view grades. In Sweden, currently there are many debates on whether schools should have grading systems and if so, in which school year they should be introduced. In the present study seven children (3 boys and 4 girls), attending year six, were divided into two focus groups; that were simultaneously conducted. In the focus groups, the children discussed their views, values and their experiences in regard to grades. The results discerned from the two focus groups were that the seven participating school children felt that there was value and merit in receiving grades because they gained a better understanding of their own academic performance based on the grades they received. Additionally, however, the children acknowledged that they also do experience negative emotional effects from receiving grades, such as stress and the de-evaluation of their capabilities in comparison to their schoolmates. Nevertheless, the participating children perceived that grades were necessary and believed that the grading system should begin to be enforced in either year four, or year five, for the most optimal effect.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:liu-123884 |
| Date | January 2015 |
| Creators | Schön, Isabella |
| Publisher | Linköpings universitet, Tema Barn |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| 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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