Swedish students' experiences of national testing in science: A narrative approach

ABSTRACT

In Sweden, the policy of national testing was expanded in 2013 by introducing national tests in science in the sixth grade. The aim of this study is to contribute knowledge about the enactment of this policy of national testing by investigating students’ experiences of taking the tests. Students were interviewed about their experiences of taking national tests, and a narrative analysis was conducted. More specifically, the students’ stories were analysed in terms of identity performances taking shape in relation to a testing discourse. The analysis shows a variety of aspects that the students themselves stress as important when taking the tests; such as the lack of time provided, difficulties regarding the actual tests, processes in the classroom context, and the importance of the test results for their grades. Several of the identity performances in the students’ stories refer to a testing discourse stressing that teachers focus on testing procedures rather than caring for the students when the policy of national testing is enacted. The results also emphasize the difficulties in understanding the test questions as well as discrepancies in science content between what is taught in school and what is being tested.

KEYWORDS:

• Educational policy
• school/educational reform
• narrative methods
• student experiences

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. In addition, new reforms have changed the grading system (Swedish National Agency for Education, 2011). Previously, grades were given from school year eight, but since 2012 they have been given from school year six.

2. Before the national tests all teachers are urged to read the instructions on how to conduct the test for the students. Teachers are directed to urge the students to try to answer all the questions and sit until the time is up.

3. The recommendation from the National Agency of Education states that the results from national tests are supposed to guide the teachers’ grading. However, the exact relationship between national tests and final grade-reports is not stated.

4. The Hunger Games is an American science fiction movie based on the book by Suzanne Collins (2012). The plot centers on an annual event in which one boy and one girl from each of the 12 districts surrounding the Capitol are selected by lottery to compete in a televised battle to the death. The Capitol is a highly advanced metropolis that exercises political control over the rest of the nation and changes the circumstances for the competition.

Additional information

Funding

The project “Pupils’ stories about grades: A study of pupils' experiences of getting grades and of conducting national tests in grade six” was funded by the Swedish Research Council [grant number 721-2013-1668].

Notes on contributors

Ragnhild Löfgren

Ragnhild Löfgren is a senior lecturer at the Department of Social and Welfare Studies at Linköping University, Sweden. Her research interests focus on how science content is made available for students in tests and in other assessment situations but also in interaction and communication in the classroom. She is also engaged in questions concerning reform enactment in school.

Håkan Löfgren

Håkan Löfgren is a associate professor at the Department of Behavioral Sciences and Learning at Linköping University, Sweden. His research interests focus on education policy, consequences of assessment from a students’ perspective, and teaching profession.