Supportive assessment strategies as curriculum events in a performance-oriented classroom context

This article examines the role and pedagogical implications of supportive assessment strategies at interface where curriculum, general Didaktik pedagogy meet; theoretically, draws upon concepts from research in each those domains. interplay is examined relation to performance-orientation on two curricular levels: programmatic curriculum level, Sweden used as an example for a result-oriented context. On enacted high-performing class year 8 Swedish compulsory school chosen concrete case. Methodologically, study represents classroom case study. The empirical data corpus has been collected during one consists video-recorded lesson observations subjects science, semi-structured interviews with teachers students, field notes teaching artefacts form documents. results show that this context can be understood kind catalyst performance orientation, effective achievement externally set up outcome expectations purpose. Finally, critically discussed, among others, bildungs-oriented understanding education.