Didaktik och betygssystem : Lärares didaktiska förhållningssätt kopplat till betygssystem inom International Baccalaureate Diploma Programme och svensk gymnasieskola

Sammanfattning

This study aims to contribute knowledge on how social science didactic methods are influenced by two different types of grading systems, as well as to interpret how underlying conceptions of knowledge are expressed. The study is based on qualitative interviews with six upper secondary school teachers who work within the Swedish upper secondary school system and also teach social science subjects in the International Baccalaureate Diploma Programme. The teachers have varying levels of professional experience and different degrees of familiarity with the two educational contexts. The results show that the grading system functions as a central frame factor, although its influence differs depending on whether it is centralized or decentralized. In the Swedish upper secondary school system, where grading is decentralized, teaching is largely structured around continuous assessment. In contrast, within the International Baccalaureate Diploma Programme, where the grading system is more centralized, teaching is primarily oriented towards individual external examinations, resulting in a more content driven approach. Furthermore, the findings indicate that teachers within the International Baccalaureate Diploma Programme experience a more limited scope for professional autonomy, largely due to uncertainty surrounding external assessments. In the Swedish system, teachers tend to make greater use of their professional discretion. Finally, the study highlights differences in conceptions of knowledge, where teaching in the Swedish context appears more directed by the individual teachers concept of knowledge, while the International Baccalaureate Diploma Programme is characterized by a more predefined knowledge.