nordisk barnehageforskning 2012 5(23), 1–18 issn 1890-9167 www.nordiskbarnehageforskning.no ent forms of assessment and documentation that may appear in a number of preschools. The doc-umentation and assessment practices are studied through a crucial lens – viewing assessment as inevitably interwoven with documentation. The purpose of this article is to describe and tentatively discuss various forms of documenta-tion found in Swedish preschools and the forms of assessment incorporated into the design of documentation from a didaktik approach. The didaktik approach can be described as a reflec-tive, continental didaktik (cf. Gundem & Hop-mann, 1998). The letter K in didaktik, instead of C in didactics, represents the continental ap-proach. The didaktik question how is central to this article, as the how question refers to differ-ent forms of documentation and assessment. What different forms of documentation and as-sessment are found in the preschools? The study is theoretically based on resources connected to assessment and documentation concepts. The basic concept is summative and formative as-sessment and the concept of documentality (see the section below on Theoretical resources and basic concepts). A new section on assessment, monitoring and development was added to the revised curricu-lum for Swedish preschools which took effect in July 2011 (Utbildningsdepartementet [Ministry of Education], 2010). The responsibility of pre-school teachers for documentation is governed by several points. In addition to being responsi-ble for continually and systematically docu-menting, monitoring and analyzing develop-ment and learning among children, preschool teachers will also be responsible for critically analyzing documentation and evaluation meth-ods. This article may contribute to the basis of critical reflection on various forms of documen-tation and assessment, while tentatively devel-oping concepts. Summative and formative as-sessments are concepts developed in accordance with goals to achieve, knowledge requirements and learning outcomes with the focus on both the individual and the classroom level. These concepts are not developed with a focus on pre-school activity, in a policy design with goals to strive for, without specified objects of achieve-ment and learning outcomes on an individual level.
Vallberg-Roth, A.-C. (2015). Different forms of assessment and documentation in Swedish preschools. Tidsskrift for Nordisk Barnehageforskning, 5. https://doi.org/10.7577/nbf.479