Pupils’ perceptions of grades: a narrative analysis of stories about getting graded for the first time

References

• Andersson, H. (1991). Relativa betyg: Några empiriska studier och en teoretisk genomgång i ett historiskt perspektiv. (Doktorsavhandling Umeå). Umeå universitet.
   Google Scholar
• Ball, S. (2006). Performativities and fabrications in the education economy: Towards the performative society. In H. Lauder, P. Brown, J.-A. Dillabough, & A. Halsey (Eds.), Education, globalization and social change (pp. 692–701). New York: Oxford University Press.
   Google Scholar
• Ball, S., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. London: Routledge.
   Google Scholar
• Ball, S., Maguire, M., Braun, A., & Hoskins, K. (2011). Policy subjects and policy actors in schools: Some nessessary but insufficient analyses. Discourse: Studies in the Cultural Politics of Education, 32(4), 611–624.
   Web of Science ®Google Scholar
• Bamberg, M. G. W. (1997). Positioning between structure and performance. Journal of Narrative and Life History, 7(1–4), 335–342.
   Web of Science ®Google Scholar
• Bamberg, M. G. W. (2004). Form and functions of ‘slut bashing’ in male identity constructions in 15-year-olds: ‘I know it may sound mean to say this, but we couldn’t really care less about her anyway’. Human Development, 47(6), 331–353.
   Web of Science ®Google Scholar
• Black, P. (2015). Formative assessment – An optimistic but incomplete vision. Assessment in Education: Principles, Policy & Practice, 22(1), 161–177.
   Web of Science ®Google Scholar
• Black, P, & Wiliam, D. (1998). Assessment and classroom learning. Assessment in education: Principles. Policy and Practice, 5(1), 7–74.
   Google Scholar
• Blomberg, H., & Börjesson, M. (2013). The chronological I. The use of time as a rhetorical resource when doing identity in bullying narratives. Narrative Inquiry, 23(2), 245–261.
   Web of Science ®Google Scholar
• Brockmeier, J. (2000). Autobiographical time. Narrative Inquiry, 10(1), 51–73.
   Web of Science ®Google Scholar
• Bruner, J. (2002). Making stories: Law, literature, life. Cambridge, MA: Harvard University Press.
   Google Scholar
• Bryman, A. (2012). Social research methods. Oxford: Oxford University Press.
   Google Scholar
• Carlgren, I., Forsberg, E., & Lindberg, V. (2009). Perspektiv på den svenska skolans kunskapsdiskussion. Stockholm: Centrum för skolans kunskapsinnehåll i praktiken och Stockholms universitets förlag. Rapport 7/2009.
   Google Scholar
• Eriksson, I. (2009). Re‐interpreting teaching: A divided task in self‐regulated teaching practices. Scandinavian Journal of Educational Research, 53(1), 53–70.
   Web of Science ®Google Scholar
• Evans, E., & Engelberg, R. (1988). Pupils’ perceptions of school grading. Journal of Research and Development in Education, 21, 44–54.
   Google Scholar
• Forsberg, E., & Lindberg, V. (2010). Svensk forskning om bedömning – En kartläggning. Stockholm: Vetenskapsrådet.
   Google Scholar
• Gergen, K. J., & Gergen, M. M. (1997). Narratives of the self. In L. P. Hinchman & S. K. Hinchman (Eds.), Memory, identity, community. The idea of narrative in the human science  (pp. 161–184). New York: State University of New York Press.
   Google Scholar
• Gipps, C. (1995). What do we mean by equity in relation to assessment? Assessment in Education: Principles, Policy & Practice, 2(3), 271–281.
   Google Scholar
• Government bill 2009/10:219. Betyg från årskurs sex. [Grades from year 6 of compulsory school]. Regeringskansliet, proposition 2009/10:219.
   Google Scholar
• Harlen, W., & Deakin Crick, R. (2003). Testing and motivation for learning. Assessement in Education: Principles, Policy & Practice, 10(2), 169–207.
   Google Scholar
• Jonsson, A., Lundahl, C., & Holmgren, A. (2015). Evaluating a large-scale implementation of assessment for learning in Sweden. Assessment in Education: Principles, Policy & Practice, 22(1), 104–121.
   Web of Science ®Google Scholar
• Kärkkäinen, R., Räty, H., & Kasanen, K. (2008). Children’s notions of the malleability of their academic competencies. Social Psychology of Education, 11, 445–458.
   Google Scholar
• Kasanen, K., Räty, H., & Eklund, A.-L. (2009). Elementary school pupils’ evaluation of the malleability of their academic abilities. Educational Research, 51(1), 27–38.
   Web of Science ®Google Scholar
• Klapp, A. (2015). Does grading affect educational attainment? A longitudinal study. Assessment in Education: Principles, Policy & Practice, 22(3), 302–323.
   Web of Science ®Google Scholar
• Klapp, A., Cliffordsson, C., & Gustafsson, J.-E. (2014). The effect of being graded on later achievement: Evidence from 13-year olds in Swedish compulsory school. Educational Psychology. doi:10.1080/01443410.2014.933176
   Web of Science ®Google Scholar
• Klenowski, V. (2014). Towards fairer assessment. The Australian Educational Researcher, 41(4), 445–470.
   Web of Science ®Google Scholar
• Larsson, S. (2009). A pluralist view of generalization in qualitative research. International Journal of Research & Method in Education, 32(1), 25–38.
   Google Scholar
• Lgr 11. (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 201. [Curriculum for compulsory school, preschool classes and recreation centres]. Stockholm: Skolverket
   Google Scholar
• Lgr 62. (1962). Läroplan för grundskolan. Allmän del. [Curriculum for compulsory school 1962]. Skolöverstyrelsen skriftserie 60. Stockholm: SÖ-förlaget.
   Google Scholar
• Lindberg, V. (2002). Införandet av godkändgränsen - konsekvenser för lärare och elever. In H. Andersson (Ed.), Att bedöma eller döma. Tio artiklar om bedömning och betygssättning (pp. 39–56). Stockholm: Skolverket.
   Google Scholar
• Lindblad, S., & Lundahl, L. (2015). Utbildning, makt och politik. Lund: Studentlitteratur.
   Google Scholar
• Lindgren, J. (2007). Biography as education governance. Discourse: Studies in the Cultural Politics of Education, 4(28), 467–483.
   Google Scholar
• Löfgren, H. (2017). Betygens performativa dimension i berätteser om lärare. In H. Perez Prieto & H. Löfgren (Eds.), Att ständigt bli bedömd – Elevers berättelser om betyg och nationella prov  (pp. 67–81). Lund: Studentlitteratur.
   Google Scholar
• Löfgren, H., & Karlsson, M. (2016). Emotional aspects of teacher collegiality: A narrative approach. Teaching and Teacher Education, 60, 270–280.
   Web of Science ®Google Scholar
• Löfgren, H., & Löfgren, R. (2015). Alone with the test: Students’ perspectives on an enacted policy of national testing in Swedish schools. Utbildning och Lärande, 9(2), 34–48.
   Google Scholar
• Löfgren, H., & Löfgren, R. (2017b). Grades in the eyes of our parents – A narrative approach to educational resilience in pupils’ stories of getting their first grades. Nordic Journal of Studies in Educational Policy, 3, 165–178.
   Google Scholar
• Löfgren, H., Löfgren, R., & Pérez Prieto, H. (2018). Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests. European Educational Research Journal, 17(5), 676–695.
   Web of Science ®Google Scholar
• Löfgren, R., & Löfgren, H. (2016). Att få sina första betyg. En rapport om elevers berättelser om sina erfarenheter av att få betyg i årskurs 6. Rapport från Skolverket.
   Google Scholar
• Löfgren, R., & Löfgren, H. (2017a). Swedish students’ experiences of national testing in science: A narrative approach. Curriculum Inquiry 47, 390–410.
   Web of Science ®Google Scholar
• Lpo 94. 1994. Läroplan för det obligatoriska skolväsendet. [Curriculum for compulsory school 1994]. Stockholm: Utbildningsdepartementet.
   Google Scholar
• Mishler, E. G. (1986). Research interviews as speech events. In E. G. Mishler (Ed.), Research Interviewing: Context and narrative (pp. 35–51). Cambridge: Harvard University Press.
   Google Scholar
• Mishler, E. G. (1999). Storylines. Craftsartists’ narratives of identity. Cambridge: Harvard University Press.
   Google Scholar
• Mishler, E. G. (2006). Narrative and identity: The double arrow of time. In A. de Fina, D. Schiffrin & M. Bamberg (Eds.). Discourse and Identity (pp. 30–47). Cambridge: Cambridge University press.
   Google Scholar
• Pérez Prieto, H., & Löfgren, H. (2017). Vad är det vi gör med prov och betyg i skolan? In H. P. Prieto & H. Löfgren (Eds.), Att ständigt bli bedömd – Elevers berättelser om betyg och nationella prov  (pp. 13–34). Lund: Studentlitteratur.
   Google Scholar
• Popham, W. J. (1978). Criterion referenced measurement. Englewood Cliffs, NJ: Prentice-Hall, Inc.
   Google Scholar
• Räty, H., Kasanen, K., Kiiskinen, J., Nykky, M., & Atjonen, P. (2004). Childrens’ notions of the malleability of their academic ability in the mother tongue and mathematics. Scandinavian Journal of Educational Research, 48(4), 413–426.
   Google Scholar
• Rautiainen, R., Räty, H., & Kasanen, K. (2015). Do parents’ and teachers’ view of their children’s educational resilience matter? Educational Studies, 41(5), 471–475.
   Web of Science ®Google Scholar
• Rönnberg, L. (2011). Exploring the intersection of marketisation and central state control through Swedish National School inspection. Education Inquiry, 2(4), 689–707.
   Google Scholar
• Smith, W. C. (2016). The global testing culture: Shaping education policy, perceptions, and practice. Oxford: Symposium Books.
   Google Scholar
• Swedish National Agency for Education. (2013). PISA 2012. 15-åringars kunskaper i matematik, läsförståelse och naturvetenskap. [PISA 2012. 15-year-olds knowledge in mathematics, reading and science]. Report 398.
   Google Scholar
• Swedish Research Council. (2011). God forskningssed. [Good ethics in research]. Vetenskapsrådets rapportserie, 1:2011.
   Google Scholar
• UNESCO. (2015). EFA Global monitoring report. Education for All 2000–2015: Achievements and challenges.  Paris: UNESCO.
   Google Scholar
• Utbildningsstyrelsen [Board of Education]. (2014). Grunderna för läroplanen för den grundläggande utbildningen. Föreskrifter och anvisningar 2014: 96. Tampere: Juvenes Print - Suomen Yliopistopaino Oy.
   Google Scholar