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Education and assessment in Swedish schools have been affected by several reforms during the last two decades. The educational system has moved from centralization to decentralization and a goal-oriented approach has been introduced on all educational levels. This paper provides an historical overview of the Swedish educational system, educational and assessment policies and principles, to explain why and how the reforms have been carried out. This is followed by a discussion on the effects and consequences of recent reforms, based on findings in recent education and assessment research. [ABSTRACT FROM AUTHOR]

This paper explores the phenomenon of district use of state reform. Past research suggests that local districts will comply minimally with mandates and respond to inducements with varying degrees of opportunism. Active use entails anticipating state responses or doing more than the state requires. Evidence is presented so illustrate that active use does exist. Existing research suggests that active users have the will and the capacity to respond positively. Will comes from a dominant coalition that believes it can set its own agenda and sees the reforms as ways to meet its own ends. Capacity comes through the formation of a temporary system that effectively manages key change functions and linkages with local schools. [ABSTRACT FROM AUTHOR]

Certain policy areas with considerable impact on young people’s educational experiences and achievements, notably assessment and qualifications, do not involve consultation with young people to any meaningful extent. Findings from a national study, which included focus groups with 243 students in the 14–19 phase, are presented with respect to student consultation and participation in such policy areas. A lack of meaningful consultation regarding what students see as ‘higher level’ policy agendas was found (such as qualifications provision, choice or structure). Students are therefore ‘voiceless’ in relation to major qualifications reforms. [ABSTRACT FROM AUTHOR]