Adaptation and resistance: washback effects of the national test on upper secondary Swedish teaching

• Published in: Curriculum journal (London, England) Vol. 31; no. 4; pp. 687 - 703
• Main Authors: Larsson, Maria, Olin‐Scheller, Christina
• Format: Journal Article
• Language: English
• Published: Wiley 01.11.2020
• Subjects: Education; Education and Learning; Foreign Countries; Language Tests; National Competency Tests; national tests; Pedagogik; policy; Reading Comprehension; Reading Tests; Secondary School Teachers; Speech Communication; Swedish; Swedish as a school subject; Teacher Attitudes; Testing Problems; upper secondary school; Utbildning och lärande; Washback effects; Writing Tests; Sweden
• ISSN: 0958-5176; 1469-3704; 1469-3704
• DOI: 10.1002/curj.31

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.