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Introduction of national tests in biology, physics and chemistry and teachers' choice of teaching content
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
Mälardalens högskola. (SMED)
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2013 (English)In: The S in STEM Education: Policy, Research and Practice, 2013Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper reports results from a project that aims at investigating if and in which way the introduction of national tests in science education influence teachers’ opinions of what is ”good” education in science and how this influence teachers’ instruction and assessment of students. National tests in biology, physics and chemistry were introduced in 2009 in year 9 in Swedish compulsory school. Some of the governing arguments for introducing national tests are that they will work exemplary for teachers and create a more equal and fair assessment and grading of students. A survey among Swedish science teachers were performed regarding various aspects of their practice. Selected teachers were then interviewed about their teaching. Analyses of the actual national tests were also carried out. The results showed that different teachers do put emphasis on different goals, contents, and assessment in their classroom practices and that these aspects can be systematically grouped as teaching traditions. Nevertheless, there were no significant differences in how teachers in different teaching traditions responded to national tests. Therefore it is discussed whether the use of national tests is a feasible way to generate a more equal and fair education.

Place, publisher, year, edition, pages
2013.
Keyword [en]
national tests, teacher practice, curriculum emphases
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-198652OAI: oai:DiVA.org:uu-198652DiVA: diva2:617126
Conference
NARST Annual International Conference
Projects
Nationella prov i biologi, fysik och kemi: eventuell betydelse för lärares undervisning och bedömning
Funder
Swedish Research Council, 2010-5153
Available from: 2013-04-22 Created: 2013-04-22 Last updated: 2016-05-15

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Lundqvist, EvaLidar, MalenaAlmqvist, JonasÖstman, Leif

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
  • html
  • text
  • asciidoc
  • rtf