Citation/Eksport
Resumé
Artikeln åskådliggör hur bedömning kan vara omsorg om lärandet. Tidigare forskning indikerar friktion mellan de omsorgsdiskurser som krävs i bedömningssituationer och de diskurser som rör prestation och jämförelse. De senare får ofta företräde och särskilt vid nationell bedömning, vilket blir särskilt problematiskt i de tidiga skolåren. Artikeln sammanför forskning från det matematikdidaktiska fältet, bedömningsforskning och inclusive education. Den internationella forskningsfronten skildras, varefter bedömning som omsorg om lärandet åskådliggörs genom nationell kunskapsbedömning i förskoleklass i Sverige som fall. Slutligen diskuteras utmaningar och möjligheter med att förstå och använda nationell bedömning i de tidiga skolåren som en omsorg om alla elevers lärande.
Referencer
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