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Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Frank Bach
Birgitta Frändberg
Mats Hagman
Eva West
Ann Zetterqvist
Publicerad i Nordic Research Symposium on Science Education, NFSUN
Publiceringsår 2017
Publicerad vid Institutionen för didaktik och pedagogisk profession
Språk sv
Länkar www.ntnu.edu/documents/1268744133/0...
Ämnesord school science, grading, syllabus, scientific knowledge, compulsury school, factor analysis
Ämneskategorier , Utbildningsvetenskap, Didaktik

Sammanfattning

The current Swedish national curriculum is often interpreted as if distinct abilities exist, that can be assessed. During 2013-2015 national tests in science subjects for grade six were carried out. One clear assignment was then to provide information about students' scientific knowledge in relation to three so-called abilities: communicate, explore and explain. But is it possible to empirically distinguish the so-called abilities from one another in the students' answers? Exploratory and confirmatory factor analysis was used on more than 60,000 students´ answers to investigate this. The results show that an overall ability is a more reasonable option. There is thus no empirical support for providing grades with special conditions linked to so-called abilities. This will jeopardize test validity and thus also the valid basis for grading. A more reliable option is probably to let the student's strong and weak performances in relation to different parts of the syllabus compensate each other.

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