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Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests
Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Department of Behavioural Sciences and Learning, Linköping University, Sweden.
Department of Social and Welfare Studies, Linköping University, Sweden.
Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).ORCID-id: 0000-0002-8423-8125
2018 (engelsk)Inngår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 17, nr 5, s. 676-695Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article revolves around the educational policy introduced in Swedish schools that has extended national testing to younger pupils. The policy is intended to support equal assessment and grading. With the exception of short-term preparations for the tests focused on here, the testing routines are regulated by the state. The paper aims to examine how the policy of national testing in grade six is enacted in different school contexts from a pupil’s point of view, and how this affects equivalence in school. A narrative analysis was conducted of pupils’ (n = 150) stories about preparing for national tests in 11 schools. Three forms of enactments were distinguished according to how responsibility for test preparations was allocated in each school. In some schools, teachers invited the pupils systematically to the translation process. In other schools, pupils were given most of the responsibility for preparation and were left alone as actors vis-a-vis the policy. Finally, in schools that applied ad hoc preparations, the pupils’ position as actors became less secure and more multifaceted. This variety regarding the pupils’ test preparations in school stress that the different enactments of this policy of national testing have implications for the interpretation of equivalence in school.

sted, utgiver, år, opplag, sider
Sage Publications, 2018. Vol. 17, nr 5, s. 676-695
Emneord [en]
enactment, equivalence, national tests, policy actors, pupils
HSV kategori
Forskningsprogram
Pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:kau:diva-66670DOI: 10.1177/1474904118757238ISI: 000441974900005Scopus ID: 2-s2.0-85042406717OAI: oai:DiVA.org:kau-66670DiVA, id: diva2:1189938
Tilgjengelig fra: 2018-03-13 Laget: 2018-03-13 Sist oppdatert: 2019-03-14bibliografisk kontrollert

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