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1.	Löfgren, Ragnhild, et al. (author) Pupils’ perceptions of grades : a narrative analysis of stories about getting graded for the first time 2019 In: Assessment in education. - : Routledge. - 0969-594X .- 1465-329X. ; 26:3, s. 259-277 Journal article (peer-reviewed)abstract The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12–13 years old) during the academic year 2012–2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils’ narratives about the possible future significance of grade reports in school year 6. Pupils were interviewed about their experiences of getting their first grade reports, and a narrative analysis was conducted. More specifically, we investigated pupils’ conceptions of themselves as pupils and of their future possibilities, as described in their stories of getting their first grade report. The findings show that pupils perceive grades in year 6 differently, showing both adaption and resistance to the new grading discourse. Our conclusion concerns pupils’ learning and well-being when national assessment policies are changed.

Löfgren, Ragnhild, et al. (author)
Pupils’ perceptions of grades : a narrative analysis of stories about getting graded for the first time
2019
In: Assessment in education. - : Routledge. - 0969-594X .- 1465-329X. ; 26:3, s. 259-277
Journal article (peer-reviewed)abstract
- The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12–13 years old) during the academic year 2012–2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils’ narratives about the possible future significance of grade reports in school year 6. Pupils were interviewed about their experiences of getting their first grade reports, and a narrative analysis was conducted. More specifically, we investigated pupils’ conceptions of themselves as pupils and of their future possibilities, as described in their stories of getting their first grade report. The findings show that pupils perceive grades in year 6 differently, showing both adaption and resistance to the new grading discourse. Our conclusion concerns pupils’ learning and well-being when national assessment policies are changed.

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