The assessment process in two different year-five classrooms in Sweden

Abstract

The aim of this study is to explore, describe and analyse the assessment process in two different Swedish year-five classrooms. The study is mainly based on observations and interviews with pupils and teachers. The data were analysed in relation to Bernstein's (1977, 2000) theoretical concepts of classification, framing, codes, and pedagogic device. The analysis indicated differences in the assessment process between the two classrooms: first, in the systematicity and transparency of the learning goals; second, in the approach to teaching; and third, in the focus of the assessment in the classroom. This study argues that the assessment process in the classrooms was affected by external influences. Direct impacts on it include the official national guidelines, the tools provided for pupil documentation and the teachers’ in-service training.