Grading in primary school : for learning or for flaunting?

Abstract

This thesis revises how grading in primary school may affect views on education and learning. It focuses on how grading is implemented in Swedish primary school by using multiple local and global sources to create a diverse and inclusive review. The articles were analyzed and implemented to answer questions on how grading can affect educational systems, feelings and attitudes towards grading in primary school. The thesis dives deeper into how grading is visible historically and currently and later gives arguments on how grading in primary school can affect teachers and pupils. The findings show that implementing grading in primary school does have negative effects on the pupils and teachers views but is seen as an unavoidable method of assessment. It is found that in order to have positive outcomes, grading should be more consistent, motivational and reliable and is a phenomenon still under development and critique in the field of education.