Rättvisa och ansvarighet

To enhance quality and equity in educational assessment, the aspect of individual assessment identity needs to be taken into account, problematised and discussed, as different positions may entail different beliefs and assumptions that are likely to affect assessment practices. This paper discusses analyses of interview data collected over two years from novice middle-school teachers teaching English as a foreign language (EFL) in Sweden (n=17). Through the theoretical lens of Dialogical Self Theory, DST, (Hermans et al., 1992), the focal point of being fair is viewed in light of seemingly conflicting assessment identities. Results from qualitative content analysis of how the participants experience their assessment identities as part of their formation of teacher identities are summarised in a model. The pattern in the data indicates four basic assessment identity positions, which may all have important implications for equity. The model offers explicit terminology for complex, more or less tacit, realities and also points at potential choices to be made. Being able to discuss assessment identity at a meta level may contribute to the awareness and empowerment of novice teachers and thus enhance equity in assessment.