It is stated in the School Act that the Swedish school should work towards providing an education of equal quality. Teachers are confronted with ethical considerations when assessing and grading. The study aims to clarify the opinion of teachers in the later part of lower secondary school and teachers at upper secondary about the knowledge requirements and how their teaching works to achieving an equal assessment in the school. The survey material consists of qualitative semi-structured interviews. The interviews were conducted with the help of an interview guide, which contained questions to the interviewees. The design of the questions allowed the interviewees to respond descriptively about their own experiences. In total, seven legitimate and active social science teachers were interviewed at various schools in southeastern Sweden. The teachers had to answer questions concerning their interpretative preference and their perception of the knowledge requirements in the subject of social science. The result of the survey shows that there is room for interpretation in the knowledge requirements, which has a negative impact on equal assessment. The result has also been related to a theoretical framework to identify which methods teachers can use to strengthen equality in their assessment. Furthermore, the results have been discussed based on of equality assessment and grading in coherent relevance with previous research
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-95829 |
| Date | January 2020 |
| Creators | Blad, Pontus |
| Publisher | Linnéuniversitetet, Institutionen för statsvetenskap (ST) |
| 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 |
| Relation | Lärarutbildningen |
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