School grades and base competencies in mathematics of the 11th HarmoS year students in Ticino

  • Francesca Crotta Scuola universitaria professionale della Svizzera italiana (SUPSI)
  • Miriam Salvisberg Scuola universitaria professionale della Svizzera italiana (SUPSI)
  • Giovanna Zanolla Scuola universitaria professionale della Svizzera italiana (SUPSI)
DOI: https://doi.org/10.24452/sjer.42.2.3
Keywords: Standardized tests, base competencies, school grades, evaluation, curricular differentiation

Abstract

The comparison between the base competencies achievement in mathematics in the 2016 survey and the school grade in mathematics assigned by teachers to the same students at the end of the 11th year HarmoS highlights that getting a sufficient or even a higher grade in the basic mathematics course does not ensure the base competencies achievement in this subject. Although students are not aware of their result in base competencies achievement, it seems that, grade and kind of course being equal, it is associated with certain post-compulsory educational choices.
Published
2020-10-14
How to Cite
Crotta, F., Salvisberg, M. and Zanolla, G. . (2020) “School grades and base competencies in mathematics of the 11th HarmoS year students in Ticino”, Swiss Journal of Educational Research, 42(2), pp. 323–342. doi: 10.24452/sjer.42.2.3.
Issue
Vol. 42 No. 2 (2020): Verification of the Attainment of Basic Competencies in Switzerland at the end of compulsory school
Section
Thematic contribution

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