Research project The Swedish national examination is characterized as formative, i.e. for learning and not of learning. Present project emanates from the introduction of national examination in grade 3 aiming at increasing the pupils’ performance.
Introducing national examination has a negative side. Pupils may experience test anxiety, leading to underperformance and that their result is biased. Another aspect of learning and performance often being ignored is pupils’ cognitive capacity, especially the working memory. To support pupils’ learning it is of importance that the working memory is considered. The working memory, however, has a limited capacity and may be hampered by anxiety. The project focuses the importance of the national examinations for younger pupils.