Performance and History: Elite School Pupils' Views on Assessment and Their Future in Sweden

Autor/in	Samuelsson, Johan
Titel	Performance and History: Elite School Pupils' Views on Assessment and Their Future in Sweden
Quelle	In: Education 3-13, 51 (2023) 4, S.672-684 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Samuelsson, Johan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1998180
Schlagwörter	Foreign Countries; Schools; High Achievement; Social Class; Competitive Selection; Selective Admission; Reputation; Institutional Characteristics; Evaluation; Student Attitudes; Tests; Grades (Scholastic); Grade 6; Academic Achievement; Achievement Need; Middle School Students; Sweden + Suchen Sie Ihr Suchwort? Ausland; School; Schule; Social classes; Soziale Klasse; Bildungsselektion; Evaluierung; Schülerverhalten; Examination; Prüfung; Examen; Notenspiegel; School year 06; 6. Schuljahr; Schuljahr 06; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schweden
Abstract	Historically, the Swedish school system has been designed to level out differences between pupils. There has also been scepticism about assessing pupils. However, new school reforms in Sweden centre on performance and tests. This article focuses on pupils (year 6) in Swedish elite schools and their perceptions of assessment. The pupils are in an environment radiating exclusiveness and achievement through tradition, the physical environment and social contexts. The study is based on qualitative interviews in which the pupils were asked about their vision of the future and the importance of good school results. The pupils recount extensive preparation for the tests, which technically have no bearing, something which testifies to the importance attached to high grades even though they play no role in the pupils' future careers. But the pupils translate the 'artefacts' tests and grades into a resource supporting their long-term performance and future access to attractive degree programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01