liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Pupils perceptions of grades: a narrative analysis of stories about getting graded for the first time
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-5711-260X
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-7420-0801
Stockholm Univ, Sweden.
2019 (English)In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 26, no 3, p. 259-277Article in journal (Refereed) Published
Abstract [en]

The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12-13 years old) during the academic year 2012-2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils narratives about the possible future significance of grade reports in school year 6. Pupils were interviewed about their experiences of getting their first grade reports, and a narrative analysis was conducted. More specifically, we investigated pupils conceptions of themselves as pupils and of their future possibilities, as described in their stories of getting their first grade report. The findings show that pupils perceive grades in year 6 differently, showing both adaption and resistance to the new grading discourse. Our conclusion concerns pupils learning and well-being when national assessment policies are changed.

Place, publisher, year, edition, pages
Routledge, 2019. Vol. 26, no 3, p. 259-277
Keywords [en]
Grades; narratives; assessment; pupil perspective
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-159173DOI: 10.1080/0969594X.2019.1593104ISI: 000474447200002Scopus ID: 2-s2.0-85063445149OAI: oai:DiVA.org:liu-159173DiVA, id: diva2:1339547
Note

Funding Agencies|Vetenskapsradet [721-2013-1668]

Available from: 2019-07-30 Created: 2019-07-30 Last updated: 2019-08-28Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Search in DiVA

By author/editor
Löfgren, RagnhildLöfgren, Håkan
By organisation
Learning, Aesthetics, Natural scienceFaculty of Educational SciencesDepartment of Behavioural Sciences and Learning
In the same journal
Assessment in education: Principles, Policy & Practice
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 2 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf