Early assessments in the Swedish preschool class

Early assessments in the Swedish preschool class

In this paper, teachers’ work with the newly introduced assessment of six-year-old children in Sweden is illustrated using the neoinstitutional theory. The results show how teachers are guided by coexisting mix of logics, which are based on different values and lead to different assessment practice...

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Bibliographic Details
Main Author: Helena Ackesjö
Format: Article
Language:Danish
Published: University College of Northern Denmark 2021-06-01
Series:Cepra-Striben
Online Access:https://journals.ucn.dk/index.php/cepra/article/view/417
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spelling doaj-3340a80de7ed471b86154700737cecf42021-07-01T10:53:09ZdanUniversity College of Northern DenmarkCepra-Striben1903-81432445-818X2021-06-012710.17896/UCN.cepra.n27.417Early assessments in the Swedish preschool classHelena Ackesjö0Linneuniversitetet, Kalmar In this paper, teachers’ work with the newly introduced assessment of six-year-old children in Sweden is illustrated using the neoinstitutional theory. The results show how teachers are guided by coexisting mix of logics, which are based on different values and lead to different assessment practices. The results show that more assessment implies less teaching, and the policy reform vision, to better support children in continuing education, is at risk of being lost when transformed to pedagogical practice. The formative focus on the assessments is reduced to a technical practice with focus on delivering results. Thus, the neoliberal focus and performativity is prominent. https://journals.ucn.dk/index.php/cepra/article/view/417
collection DOAJ
language Danish
format Article
sources DOAJ
author Helena Ackesjö
spellingShingle Helena Ackesjö
Early assessments in the Swedish preschool class
Cepra-Striben
author_facet Helena Ackesjö
author_sort Helena Ackesjö
title Early assessments in the Swedish preschool class
title_short Early assessments in the Swedish preschool class
title_full Early assessments in the Swedish preschool class
title_fullStr Early assessments in the Swedish preschool class
title_full_unstemmed Early assessments in the Swedish preschool class
title_sort early assessments in the swedish preschool class
publisher University College of Northern Denmark
series Cepra-Striben
issn 1903-8143
2445-818X
publishDate 2021-06-01
description In this paper, teachers’ work with the newly introduced assessment of six-year-old children in Sweden is illustrated using the neoinstitutional theory. The results show how teachers are guided by coexisting mix of logics, which are based on different values and lead to different assessment practices. The results show that more assessment implies less teaching, and the policy reform vision, to better support children in continuing education, is at risk of being lost when transformed to pedagogical practice. The formative focus on the assessments is reduced to a technical practice with focus on delivering results. Thus, the neoliberal focus and performativity is prominent.
url https://journals.ucn.dk/index.php/cepra/article/view/417
work_keys_str_mv AT helenaackesjo earlyassessmentsintheswedishpreschoolclass
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