Elever skriver och lärare bedömer: en studie av elevtexter i åk 9
2009 (Swedish)Report (Other (popular science, discussion, etc.))
Students write and teachers assess – a study of student texts in the ninth grade. Each year ninth grade students (age 15) participate in the national standardized test (NST) in Swedish. This report is based on texts written during the NST. The writing part of the test requires the students to choose one out of four topics to write about in a limited time (160 minutes). The texts are then assessed by their teacher and graded with the help of an assessment matrix.
This study consists of 40 texts, 20 written by boys and 20 by girls during the NST of 2006. The texts also represent the three grades given (pass, pass with distinction and pass with special distinction) as well as the assessment that the student, as of yet, has not fulfilled the requirements for a grade. All texts have been graded by the students’ teacher and by three other teachers who do not know the student.
The aim of this study is to give a brief description of how students write from a formal perspective (text length, paragraph marking and spelling) as well as compare grades between teachers.
The results show that the students’ texts are longer than before, although boys in general write shorter than girls. The amount of spelling errors have decreased despite the fact that teachers no longer claim to value spelling as important as they have before, which has been shown in a national evaluation of compulsory schooling. My results also show that there appears to be a correlation between text length and grade, i.e. the longer the text the higher the grade.
The results also show that even when using an assessment matrix teachers can and do differ in their grading. In general teachers who do not know the student tend to be restrictive with marking the highest or lowest grade. A few texts seem to create quite the gap in grading between the teachers. One text was graded with a total of three grades from four teachers. The difference in how the text was interpreted by the teachers also became evident when the markings on the assessment matrix were studied.
Place, publisher, year, edition, pages
Uppsala: Universitetstryckeriet , 2009. , 60 p.
, FUMS Rapport, ISSN 0348-5838 ; 226
elevers skrivande, åk 9, bedömning av elevtext, nationella prov
Research subject Scandinavian Languages
IdentifiersURN: urn:nbn:se:uu:diva-121547ISRN: UU-FUMS-R-226-S-SEOAI: oai:DiVA.org:uu-121547DiVA: diva2:305694