Beyond Grades : Teacher’s views of the Impact of National Tests on ELT in five Swedish Secondary Schools

This thesis focuses on the relationship between National Tests in Swedish secondary schools, how they affect the grading practices, and their impact on English teaching methodologies. This study looks to understand the impact of national assessments on classroom practices using policy analysis theory. Semi-structured interviews were performed with teachers from four Swedish municipalities: Gävle, Sandviken, Uppsala, and Gothenburg. The results suggest that while some teachers align their teaching strategies closely with the requirements of National Tests given by the Swedish National Agency for Education, others strive to balance the National Tests’ requirements with broader language skills and educational goals. This study emphasizes the necessity for more research on how the education system may more effectively aid teachers in meeting both the national assessment framework and the overarching goals of English language education in Swedish secondary schools.