Ett relativt omfattande mätinstrument: Standardprovens nödvändigheter och möjligheter i samband med skapandet av grundskolan
Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Standardised tests, standardprov, have been used in Sweden since the 1940s. However, it would be a mistake to take their role as certain. This was clearly the case in 1957, when a committee, 1957 års skolberedning, was created to prepare for a major school reform, namely, grundskolan. By analysing the discourse of standardised tests in the royal commissions produced by 1957 års skolberedning I aim to examine what kind of necessities and possibilities were attributed to them. Furthermore, I also intend to study how standardised tests were supposed to be constructed and used to fulfil these necessities and possibilities. Still, the royal commissions were not alone to discuss standardised test. The subject also concerned scholars in educational psychology. These scholars wrote a number of books about it at the same time as the committee was preparing for the school reform. How they, the scholars, argue for standardised test and in which ways they were supposed to be used is also of interest for this thesis. The reason for that is because the scholars in educational psychology were often consulted by the committee. I would argue that by studying the historical purpose of standardised test, knowledge may be received on how we ended up in a world where standardised test is fundamental for school systems and educational reforms.
Place, publisher, year, edition, pages
2015. , 28 p.
Standardised test, Teacher evaluation Student evaluation, Measurement and objectivity, Swedish school system
History of Ideas
IdentifiersURN: urn:nbn:se:uu:diva-254017OAI: oai:DiVA.org:uu-254017DiVA: diva2:816922