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Betyg och kön: likvärdighet eller diskriminering?
KTH, School of Industrial Engineering and Management (ITM), Learning.
KTH, School of Industrial Engineering and Management (ITM), Learning.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Grading and gender : Equality or discrimination? (English)
Abstract [sv]

Nationella och internationella kunskapsmätningar i matematik visar likartade

resultat för flickor och pojkar. Trots det visar statistiken att flickor erhåller systematiskt

högre slutbetyg. Denna studie undersöker huruvida betyg tjänar som

likvärdigt mått på kunskap hos flickor och pojkar i gymnasiets matematikämne.

Detta görs dels utifrån en kvantitativ ansats och dels utifrån en enkätstudie. Med

utgångspunkt i nationell registerdata (SCB) för slutbetyg och resultat på nationella

provet undersöks, medelst fyra olika analysmetoder, könsskillnader med

avseende på kurs, skolform och län. Studien visar att flickor generellt erhåller

högre slutbetyg än pojkar i relation till resultatet på nationella provet, vilket bekräftar

tidigare forskning. Vidare påvisar analysen särskilt stora diskrepanser på

betygsnivå C och högre; i matematikkurser på yrkesförberedande program; i senare

kurser inom samtliga program; i Västernorrlands, Västmanlands, Gotlands

och Kalmar län; liksom i fristående skolor. Korrelationsanalys tydliggör hur nationella

provet utgör en mindre del av betygsunderlaget för flickor jämfört med

pojkar. Dessutom avslöjar analysen ett omvänt samband mellan könsbetingad

relativ prestation på nationella provet och avvikelse i slutbetyget. Enkätstudien

undersöker bedömningspraktiken hos matematiklärare. Filtrering på lärarens

kön, ålder, program och skolform, har tillämpats. Resultatet tyder på systematiska

skillnader i bedömningspraktik mellan olika lärarkategorier, vilket innebär att

betygssättningen kan brista i likvärdighet. Skillnader har påvisats mellan, i första

hand, lärare på yrkesprogram och naturvetenskapliga program, såväl som mellan

lärare i kommunala och fristående skolor. Också lärarens kön och ålder tycks ha

viss betydelse. Studien avslutas med en diskussion kring möjliga lösningar.

 

Abstract [en]

National and international assessments in mathematics show similar results for

girls and boys. Despite this, statistics show that girls receive systematically higher

final grades. This study examines whether grades serve as an equivalent measure

of knowledge of girls and boys in high school mathematics. This is done partly on

the basis of a quantitative approach and partly on the basis of a survey. Based on

national register data (Statistics Sweden) for final grades and results of national

tests, using four different methods of analysis, gender differences with respect to

course, school form and county, are examined. The study shows that girls generally

get a higher final grade than boys in relation to their results on the national

test, confirming previous research. Furthermore, the analysis shows particularly

large discrepancies at grade C and higher; in mathematics courses on vocational

programs; in later courses within all programs; in V¨asternorrland, V¨astmanland,

Gotland and Kalmar County; as well as in independent schools. Correlation analysis

clarifies how the national test constitutes a smaller part of the assessment

basis for girls compared to boys. The analysis also reveals an inverse relationship

between gender dependent relative performance on the national test and the final

grade deviation. The survey examines the assessment practice among mathematics

teachers. Filtering on the teacher’s gender, age, program and school form has

been applied. The result suggests systematic differences in assessment practice

between different teacher categories, implying that grades can break in equality.

Differences have been shown between, primarily, teachers in vocational programs

and science programs, as well as between teachers in municipal and independent

schools. Also the teacher’s gender and age seems to be of some importance. The

study concludes with a discussion about possible solutions.

Place, publisher, year, edition, pages
2017. , p. 87
Series
TRITA-ITM-EX ; 2018:91
Keywords [en]
Assessment, equivalence, gender, grades, high school, national and international assessment, mathematics, national test, register data, statistical analysis, survey
Keywords [sv]
Bedömning, betyg, enkätundersökning, gymnasieskola, kunskapsmätningar, kön, likvärdighet, matematik, nationella prov, registerdata, statistisk analys
National Category
Learning Mathematics
Identifiers
URN: urn:nbn:se:kth:diva-227802OAI: oai:DiVA.org:kth-227802DiVA, id: diva2:1205359
External cooperation
Stockholms Universitet
Subject / course
Technology and Learning
Educational program
Bridging Teacher Education Programme
Presentation
2017-10-25, 00:00
Supervisors
Examiners
Available from: 2018-05-14 Created: 2018-05-14 Last updated: 2018-05-16Bibliographically approved

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Citation style
  • apa
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