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Assessing mathematical competencies: an analysis of Swedish national mathematics tests
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Praktiknära utbildningsforskning (PUF), Matematikdidaktisk forskning. National Center for Mathematics Education, University of Gothenburg, Göteborg, Sweden.
Umeå Mathematics Education Research Centre, Umeå University, Umeå, Sweden.
Umeå Mathematics Education Research Centre, Umeå University, Umeå, Sweden.
2018 (Engelska)Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 1, s. 109-124Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Internationally, education reform has been directed towards describing educational goals that go beyond topic and content descriptions. The idea of mathematical competencies describes such goals. National tests have been seen as one way of communicating these goals and influence teaching. The present study analyses Swedish national tests in mathematics, and seeks evidence about the extent to which they represent these competencies and may play a role in reforming teaching. The results show that the national tests assess all competencies. However, the study also shows a limited focus on the competencies’ interpretation and evaluation aspects. Thus, the tests do not fully capture the complex nature of the competencies. This may cloud the reform message and restrict the possibilities for the tests to function as levers for reform.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2018. Vol. 62, nr 1, s. 109-124
Nyckelord [en]
assessment, Mathematical competency, national tests, reform
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:hj:diva-31657DOI: 10.1080/00313831.2016.1212256ISI: 000417602100007Scopus ID: 2-s2.0-84983339210OAI: oai:DiVA.org:hj-31657DiVA, id: diva2:957887
Tillgänglig från: 2016-09-05 Skapad: 2016-09-05 Senast uppdaterad: 2018-08-29Bibliografiskt granskad

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Totalt: 1100 träffar
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