In this project we study what the effects of the limit for a passing grade in the national “betyg” system has on the view of knowledge and on student performance in a goal- and results-driven school. This will be studied from three different perspectives: formulation, transformation, and realisation. The main focus in the analyses will be placed on how the limit for a passing grade has been evaluated, managed and discussed in these different arenas at different times.
Through our project, we will be able to answer the question whether introducing grading (“betyg”) earlier produces students with better knowledge. We will also be able to say whether having a clear pass/fail line is advantageous or disadvantageous for students with poor results at school. With our project we also intend to contribute knowledge on which it is possible to argue in favour of amending current reforms, or to form the basis for future reforms of grading and governing by goals and results.
This project is financed by the Swedish Research Council and is a collaborative venture between Linköping University, Örebro University and Kristianstad University.