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Original Article
Swedish teacher conceptions of assessment: a focus on improving outcomes
Gavin T. L. Browna Department of Applied Educational Science, Umeå University, Umeå, Sweden;b Faculty of Education & Social Work, The University of Auckland, Auckland, New ZealandCorrespondence[email protected]
https://orcid.org/0000-0002-8352-2351View further author information
https://orcid.org/0000-0002-8352-2351View further author information, Catarina Anderssonc Department of Science and Mathematics Education, Umeå University, Umeå, Sweden;d Umeå Mathematics Education Research Centre (UMERC), Umeå University, Umeå, Swedenhttps://orcid.org/0000-0002-8738-8639View further author information
https://orcid.org/0000-0002-8738-8639View further author information, Mikael Winbergc Department of Science and Mathematics Education, Umeå University, Umeå, Sweden;e Umeå Science Education Research (UmSER), Umeå University, Umeå, Swedenhttps://orcid.org/0000-0002-1535-873XView further author information
https://orcid.org/0000-0002-1535-873XView further author information, Björn Palmbergc Department of Science and Mathematics Education, Umeå University, Umeå, Sweden;d Umeå Mathematics Education Research Centre (UMERC), Umeå University, Umeå, Swedenhttps://orcid.org/0000-0001-7089-0246View further author information
https://orcid.org/0000-0001-7089-0246View further author information & Torulf Palmc Department of Science and Mathematics Education, Umeå University, Umeå, Sweden;d Umeå Mathematics Education Research Centre (UMERC), Umeå University, Umeå, Swedenhttps://orcid.org/0000-0003-0895-8232View further author information
https://orcid.org/0000-0003-0895-8232View further author information