Adaptation and resistance: washback effects of the national test on upper secondary Swedish teaching. Issue 4 (6th February 2020)

• Record Type: Journal Article
• Authors: Larsson, Maria; Olin‐Scheller, Christina
• Is Part Of: Curriculum journal. Volume 31:Issue 4(2020)
• Page Start: 687
• Page End: 703
• Publication Date: 2020-02-06
• Subjects: washback effects -- policy -- Swedish as a school subject -- national tests -- upper secondary school; Education -- Curricula -- Great Britain -- Periodicals; Curriculum planning -- Great Britain -- Periodicals; 375.00941
• DOI: 10.1002/curj.31
• Languages: English
• ISSNs: 0958-5176

Abstract

Abstract: This study examines the washback effects of a national test in Swedish at upper secondary schools. The test consists of three parts—reading, writing and speaking—and this study specifically focuses on the washback effects in relation to Stephen Ball's theory of policy enactment. The study draws on qualitative data from a total of 21 interviews conducted with five teachers of Swedish in upper secondary education in a series of four individual interviews and a concluding group interview. The results indicate that the reading comprehension test has had little washback effect on reading instruction whereas the writing and the oral tests seem to have had a substantial washback effect. The teachers also exhibit what Ball refers to as resistance and capitulation in relation to the national test, and to the reading comprehension test in particular.