Varierade examinationsformer i gymnasiematematiken

Sammanfattning: The Swedish upper secondary school curriculum emphasizes on the individual learner’s development. In order to meet the needs of the pupils the teachers must vary their teaching methods and also the forms of assessment. This study focuses on teachers’ views and thoughts on varied forms of examinations and assessment in mathematics. Four teachers were interviewed and the responses analysed using phenomenology as a methodological background. The theoretical framework consists of formative/summative and formal/informal assessment and inclusive education. Five central themes emerge from the transcriptions of the interviews: 1. Current forms of examinations, 2. Limitations, 3. Assessment, 4. Expressed demands, and 5. The pupil’s needs. The results imply that teachers tend to employ mainly written exams. Time is the most significant limiting factor obstructing teachers from varying the method of examination. Also, a dilemma occurs when teachers contemplate the importance of the national tests versus teaching the curriculum. The role of the special needs teacher could easily include instructing teachers in how to develop, implement and evaluate different forms of examinations and assessment in upper secondary school mathematics.