Läraren i ett föränderligt betygssystem

Sammanfattning

This literature review is aimed at exploring the effects of the Swedish grading system on teachers' work. For the last 30 or so years the Swedish school system has undergone several reforms, each time with a new grading system. As the Swedish government has started investigating a new reform, it is interesting to conduct a study on how the grading systems has affected education. We also aim to understand the external factors that have played a part in the forming of the Swedish grading system. To answer our questions we analyzed sources found by searching in databases. The databases used were SwePub to find Swedish sources, and ERC and ERIC to find international sources. Other methods used were chain-searching and citation-searching. We found in our literature review that teachers experience the grading system as a constant presence in their work. It is clear that teachers plan their education with grading and assessment in mind. In order to make the assessment traceable teachers tend to use text to base their grading instead of an oral base. Another result we’ve found is that teachers have a hard time adapting to new grading systems as it is reformed. Because of that the equivalency of the grading system in Sweden can be questioned. The Swedish grading system has been affected by several external factors, explicitly by PISA-tests and the European Credit Transfer and Accumulations System (ECTS) as well as the political discourse in Sweden. Keywords: Assessment, education, grading system, teaching role, school policy, sweden