2013
DOI: 10.1177/160940691301200119
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Changing our Methods and Disrupting the Power Dynamics: National Tests in Third-Grade Classrooms

Abstract: This article reports on a research project relating to the newly implemented mandatory Swedish national mathematics tests for third-grade students (nine and ten years old). The project's main research concerns the students' ideas about and reactions toward these tests and how the specific test situation affects their perception of their own mathematical proficiency. Drawing on theories that suggest identities are more fluid than static, we want to understand how students with special needs are "created." The s… Show more

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Cited by 7 publications
(5 citation statements)
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References 26 publications
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“…All children who wanted to participate were interviewed about the test situation and their experiences and feelings about it. The video cameras helped to capture critical incidents such as expressions through body language or gazes during the testing situation, a situation when children are otherwise expected to be quiet (for more information about the data production see Silfver, Sjöberg, and Bagger 2013).…”
Section: Methodsmentioning
confidence: 99%
“…All children who wanted to participate were interviewed about the test situation and their experiences and feelings about it. The video cameras helped to capture critical incidents such as expressions through body language or gazes during the testing situation, a situation when children are otherwise expected to be quiet (for more information about the data production see Silfver, Sjöberg, and Bagger 2013).…”
Section: Methodsmentioning
confidence: 99%
“…Swedish students taking (more) tests Silfver, Sjöberg and Bagger (2016) (see also Silfver, Sjöberg & Bagger, 2013) have studied how the macro-trends of performativity filter down to the mathematics classroom and affect grade three children's understanding of themselves as test-takers, their proficiency in mathematics, and their relationship to the teacher in relation to tests. Some children understand themselves as 'appropriate' test-takers, others less so.…”
Section: Mathematics Education Assessment and Competencementioning
confidence: 99%
“…As a part of this, national tests have been introduced in more subjects and ages than before (Eklöf & Nyroos, 2013). Although the national tests constitute a significant part of pupils' schooling, there is still limited research on how the pupils perceive these tests (see, however, Eklöf & Nyroos, 2013;Nyroos & Wiklund-Hörnqvist, 2011;Silfver, Sjöberg, & Bagger, 2013).…”
Section: The Swedish National Assessment Systemmentioning
confidence: 99%