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Assessment and Gifted Discourse in Swedish Early Years Education Steering Documents: The Problem of (In)Visibility
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). (GiftED)ORCID iD: 0000-0002-7113-647x
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. (SMEER, ROSE, GiftED)ORCID iD: 0000-0001-6525-9871
2023 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 13, no 9, p. 904-904Article in journal (Refereed) Published
Abstract [en]

This study explores how assessment is presented in Swedish early years’ steering documents and considers risks for young gifted students in relation to assessment (or lack thereof). Document analysis was undertaken on, firstly, Swedish curriculum documents for the preschool and for the compulsory school, and secondly, mapping materials used in the preschool class with six-year-old children. Results show that assessment is not a term used in Swedish early years curricula. Instead, preschool teachers are asked to evaluate their own practice; preschool class teachers are asked to engage with mapping and only to consider working toward later assessment goals in year 3 of school. A plethora of alternative assessment terms are used in the curriculum without definition. Giftedness is also invisible in the curriculum. However, the mapping materials used with six-year-old students in the subject areas of mathematics and Swedish do encourage teachers to consider children who achieve mastery early. Further, these materials provide supportive questions and activities for teachers to use in exploring further. The specific examples of assessment discourses and the need to consider gifted children are combined in this article to highlight aspects of teacher work that are important for the educational rights of an often-forgotten group of learners.

Place, publisher, year, edition, pages
MDPI, 2023. Vol. 13, no 9, p. 904-904
Keywords [en]
gifted, early childhood, preschool, assessment, curriculum, policy, Sweden
National Category
Educational Sciences
Research subject
Educational Work; Mathematics
Identifiers
URN: urn:nbn:se:kau:diva-96642DOI: 10.3390/educsci13090904ISI: 001077106800001Scopus ID: 2-s2.0-85172104486OAI: oai:DiVA.org:kau-96642DiVA, id: diva2:1795344
Available from: 2023-09-08 Created: 2023-09-08 Last updated: 2023-11-02Bibliographically approved

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Margrain, Valerievan Bommel, Jorryt

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