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OECD Reviews of Evaluation and Assessment in Education: Sweden 2011

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How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? This book provides, for Sweden,  an independent analysis from an international perspective of major issues facing the evaluation and assessment framework in education along with current policy initiatives, and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.

English

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Student Assessment

Sweden has a balanced approach to student assessment that captures a wide range of learning dimensions. There is a strong focus on classroom-based assessments through which teachers collect a wide range of evidence on student progress and provide regular feedback to students. National tests at key stages of education are intended to capture a variety of curriculum goals through performance-based tasks including oral assessment and team projects. However, as all other types of assessment in Sweden, the national tests are corrected and graded by the students’ own teachers, and the weight of test results in students’ grades is determined locally. This raises concerns about inequities in grading. Given the key role that national assessments play in the Swedish evaluation and assessment system, it is vital to increase the reliability of these tests. External moderation could help ensure consistency, comparability and equity of the national assessments. Capacity building for effective summative and formative assessment is also key to strengthening teacher and school leader practices.

English

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