Bedömning som ett kunskapsideologiskt ställningstagande: lärares bedömningsstrategier och samhällskunskapsämnets laborativa, analytiska och avgränsade kunskapsinnehåll
During the last decade, the Swedish research field has gained an increasing interest in what knowledge content to use in the subject of social science. However, less interest has been given the didactical questions on how and what relates to each other in constructing knowledge content. The aim of this article is, therefore, to explore how teacher’s assessment strategies relate to selecting knowledge content. The method used is semi-structured interviews with four experienced secondary school teachers on how they work with assessment. The results show three assessment strategies, which are reasoning, systematic and correcting assessment strategies. In different ways, the assessment strategies then relate to several knowledge content positions. Firstly, to a more tentatively and elaborating position with focus on the student’s questions. Secondly, to an analytical and progress-oriented position with focus on disciplinary concepts. Finally, to a more definitive and orienting position with focus on democratic values. Therefore, I argue that we need to pay more attention to the didactical question of how and what relates to understanding the complexity in constructing a knowledge content.