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Pre-and In-service Teachers’ Assessment Literacy – A Qualitative Approach
Stockholm University, Faculty of Humanities, Department of Language Education.ORCID iD: 0000-0002-0565-3030
2018 (English)In: Literacy Information and Computer Education Journal, ISSN 2040-2589, Vol. 9, no 3Article in journal (Refereed) Accepted
Abstract [en]

The national school curricula in Sweden (2011) outline general targets for assessment and grading. Teachers are expected to foster learner autonomy in compulsory school so that students in upper secondary school can take responsibility for their own learning. Teachers are accountable for facilitating such progress, while head teachers are expected to manage and coordinate pedagogical activities in schools so that the national targets can be reached. The results in this study show that the majority of pre- and in-service teachers advocate alignment between various assessment strategies for validity and reliability. However, questionnaires and semi-structured interviews also reveal that uncertainty when applying such strategies and diverse approaches to optimal assessment and grading in primary and secondary school provide challenges for pre- and in-service teachers. This article advocates a systematic approach to assessment training for pre-service teachers and continuing training for in-service teachers to alleviate these challenges.

Place, publisher, year, edition, pages
2018. Vol. 9, no 3
Keywords [en]
pre-service teachers, in-service teachers, assessment literacy, qualitative study
National Category
Educational Sciences
Research subject
Didactic Science for Teachers and Teaching Professions
Identifiers
URN: urn:nbn:se:su:diva-155084OAI: oai:DiVA.org:su-155084DiVA, id: diva2:1197131
Available from: 2018-04-12 Created: 2018-04-12 Last updated: 2018-09-21

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