Grading in upper secondary civics in Sweden

Abstract

This study explores grading practices among Swedish upper secondary civics teachers through interviews with thirteen educators. It examines how teachers document student performance, determine grades, and weight different types of assignments. The findings show that teachers primarily use a continuous grading model based on secondary documentation such as digital grade rubrics, occasionally complemented by holistic and intuitive approaches. In grading, time, content, criteria, and size are considered when weighting different assignments. While written assignments dominate, oral performance is under­represented, raising concerns about validity and fairness. Despite civics being an open subject, a shared canon, especially in politics and economics, shapes assessment. The study highlights the need for transparency and consistency in grading to support equitable educational outcomes.