Kvalitet i skolan : Betyder höga meritvärden att man har en skola med hög kvalitet?

The study aims to identify attitudes and patterns of perceptions concerning the concepts of quality and measurement. The study investigates the question of what the perceptions are of key functions in the school's development process, relating to concepts of quality and measurement in relation to school improvement. The study also answers about perceptions that can lead to difficulties or problems in the work of improving school quality.The study is quantitative and has been implemented through a web survey sent to teachers in career program and school-leaders in primary and secondary education.The study results show patterns that have features in common with the development of the form called effective-schools-model. Based on grades as the most dignified values, researchers and schools strive to find a "best practice" that is generalizable. The study also shows patterns consistent with models on development in schools, in which assessments of the quality of education have a better variety of information than the grade ratings. The same patterns are also perceptions that values ​​college collaboration to the development.The study indicates that the problem of the schools driven by focuses on measurement and puts much time and energy on documentation processes that take resources from the core of teaching. The study also demonstrates the problem through perceived difficulties in assessing the quality of education and to get the analysis to lead to improvements in the quality of education. At the same time the study shows that measuring grade ratings is the most important factor in the evaluation work.The results can be used for long-term strategies around skills development and to address difficulties in the systematic quality work.