Bedömningsarbete i grundskolans tidigare år?lärandesyn, bedömningsprinciper och lärarpraxis
En jämförande studie mellan Sverige och Ryssland
LearningAssessment principlesAssessmentFormative assessmentSummative assessmentAssessment practiceLärandeBedömningsprinciperBedömningFormativ bedömningSummativ bedömningBedömningspraktik
Issues related to knowledge assessment and its consequences for both the individual and the entire school system are topical in today's school debate. The mere fact that didactic issues that focus on assessment are discussed actively not only in scholastic environments but even in media and other communities is further proof that knowledge assessment is an important and complex phenomenon in our lives.The subject that I have chosen to look into is about how the work with assessment issues is handled in Swedish as well as Russian elementary school's early years. The goal with this study is to see how my studies have been conducted with a qualitative approach by which I collected qualitative information in the form of documents, papers and interviews. To make the approach even more appropriate for my area of research, I have chosen to merge two qualitative research methods. The first is a qualitative content analysis which analyses the governing documents. The second method is qualitative interviews with two elementary school teachers who are active in a Swedish elementary school and two Russian elementary school teachers.The conclusions that I have arrived at through my research of the Swedish and Russian governing documents is that both countries' nationally designed governing documents express a sociocultural approach to learning. The comparison Swedish and Russian also show that formative assessment function has been given a prominent role in the school's assessment. Concurrently the analysis of these governing documents show that summative function is not abolished. Russian and Swedish informants who participated in this study confirm that the formative assessment has assumed an important position in teaching. However there is a difference between Swedish and Russian informants concerning summative assessment in elementary school's early years.