HUR BEDÖMER BILDLÄRARE LIKVÄRDIGT PÅ ESTETPROGRAMMET? - Identifiering av olika diskursiva praktiker

Abstract

Aim: Visual arts teachers might seem to assess and grade different in upper second ary school in Sweden. Depending on school and teacher it may seem like as sessment and grading sometimes are arbitrary, despite the School board’s guidelines and governing documents about equivalence. There was a know ledge gap which suited for a master thesis to fill with new empirical material. Theory: The critical discourse analysis and specifically through Fairclough’s three-di mensional framework model with the headings text, discourse practice and dis cursive social-cultural practice, have been used in the thesis. Method: Five visual arts teachers have been interviewed about their assessment- and grading practitioner, in relation to the governing documents. They have also contributed with assessment and grading of a fictive image task, and submitted an image assignment authored by themselves. Results: The five visual arts teachers represent and practice five different discourses: Ardent discourse, Accurate discourse, Distinct discourse, Reluctant discourse and Intuitive discourse. These correspond to five different strategies for as sessing and grading in the upper secondary school. None of the extremes is ad vocated but instead the middle way Distinct discourse, which includes both the theoretical correctness and a practical artistry. This, plus cooperation between visual arts teachers, seem to be the best way of reaching equivalence in assess ment and grading