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  • 1.
    Falkenberg, Kathleen
    et al.
    Humboldt University of Berlin, Germany.
    Vogt, Bettina
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Waldow, Florian
    Humboldt University of Berlin, Germany.
    Ständig geprüft oder kontinuierlich unterstützt? Schulische Leistungsbeurteilung in Schweden zwischen formativem Anspruch und summativer Notwendigkeit: [Constant examination or continuous support? Assessment practices in Sweden between formative aspiration and summative necessity]2017In: Zeitschrift für Pädagogik, ISSN 0044-3247, Vol. 63, no 3, p. 317-333Article in journal (Refereed)
    Abstract [en]

    In the Swedish school system, there are no final exams at the end of lower and upper secondary school. Rather, there is continuous formative assessment during the school year. Pupils only receive summative assessments (starting with year 6) at the end of each term. School leaving certificates play a role for access to the different branches of higher secondary schooling, to higher education and to working life. The article discusses the rules and regulations of formative and summative assessment. It then juxtaposes these rules with the assessment practices of teachers on the one hand and the way in which pupils experience assessment on the other. As a result, we find that teachers´ formative assessment practices during the school year are partially superimposed by summative elements, which results in conflicting demands on teachers that they then seek to bring back into balance. Among pupils, the continuous formative feedback seems to lead to effects that differ from the intended ones, among them a feeling of constantly being in an examination situation.

  • 2. Fischler, H.
    et al.
    Schroder, H. J.
    Tonhauser, C.
    Zedler, P.
    Instructional scripts and teacher expertise - Conditions for their modification2002In: Zeitschrift für Pädagogik, ISSN 0044-3247, p. 157-172Article in journal (Refereed)
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