Assessment of knowledge occupies a central position in every education system. The increased pressure on the school system in recent years to measure and track knowledge development has placed the issue of assessment at the heart of research into schools. Assessment is a crucial and necessary part of our learning process, while a poorly functioning assessment and evaluation system can hinder learning.
In this research area we throw light on issues such as what educators do when they conduct assessments and on what basis they make their assessments. We also look at the experience of being assessed: what is it like to get your national grade (betyg) in year 6? What are the implications of the anxiety some students feel before a test, and how can we best help these students? We also study the assessment and evaluation culture as a whole as well as the reforms that have taken place in this area in recent decades, and how these changed conditions for learning and knowledge in science and mathematics in school.
In this research area we throw light on issues such as what educators do when they conduct assessments and on what basis they make their assessments. We also look at the experience of being assessed: what is it like to get your national grade (betyg) in year 6? What are the implications of the anxiety some students feel before a test, and how can we best help these students? We also study the assessment and evaluation culture as a whole as well as the reforms that have taken place in this area in recent decades, and how these changed conditions for learning and knowledge in science and mathematics in school.
