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National assessments of mathematics are often used as an objective measurement
of students’ knowledge. However, various factors are believed to influence
students’ achievements on the national assessments, among which students’
invested effort. Moreover, students’ effort may vary between genders and might be
influenced by the presence of external m...
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The STEM field faces challenges related to uncertainties about the number and composition of skilled workforce. Measuring STEM career motivation (STEM-CM) of students at an early grade is crucial to improve the quality of science learning and to engage more students in STEM fields. This study focuses on the gender and academic level issues related...
Citations
... There is previous research on students' view of grades and the context of National tests in lower secondary school and upper secondary school (cf. Doz & Doz, 2021;Eklöf & Nyroos, 2013;Löfgren et al., 2017;Stenlund et al., 2018). In an educational context with an increased performative pressure, such as the Swedish one, the students' grades do not only concern the teachers and the students, but also concern parents; thus there is pressure on the schools and their performance (Pérez . ...
... There is research on students' behavior and attitudes during the actual test-taking. In an Italian context, Doz and Doz (2021) explored the efforts students invested in taking National tests and related this to their external motivation as well as the test difficulty. However, these tests were not graded, and some of the students' motivation when taking the test was low; 25% of the students responded in a questionnaire that they put little or no effort in scoring well on the tests, but nearly 80% responded that they would make an effort if the tests were graded. ...
In Sweden, as in numerous other countries, national tests are common in contemporary education. Over the last few years, the national tests have leaked in Sweden, which has been reported by the Swedish National Agency for Education and mainstream media. This article, based on a part of a more comprehensive study, explores and provides knowledge about how students in a Swedish municipal lower secondary school respond to leaked materials relating to national tests, and includes an analysis from a students’ perspective of the rationales students provide to justify their reactions. Students in one school class were interviewed their last year of compulsory school (aged 15). In 13 individual interviews and three group interviews, the students talked about national tests being extensively leaked nationwide and how they shared pictures of leaked materials in the class Snapchat group. This enabled some students to practice beforehand and score better, while a few students dissociated themselves from the leaks. The leaked materials were regarded as the knowledge requirements for compulsory school, and the leaks seemed to be unproblematic for most of the students.
