Likvärdighet i geografi genom provens utformning : en analys av lärarkonstruerade prov i naturgeografi i årskurserna 7–9 med fokus på innehåll, begrepp och kognitiva krav

This study examines issue of equity in lower secondary geography education through an analysis of teacherconstructed tests in natural geography. The empirical material consists of seven summative geography tests used in grades 7–8, focusing on endogenic and exogenic processes such as plate tectonics, erosion, and natural hazards. Using a qualitative document analysis, individual test questions were examined in terms of (a) content focus, (b) the use of geographical concepts, and (c) cognitive demands. The analytical framework combines Bloom’s revised taxonomy with a model for organised and procedural geographical concepts, complemented by subject-didactic perspectives on geographical reasoning. The results show clear variation between the tests in terms of which knowledge is made assessable. While all tests include questions targeting lower cognitive levels such as remembering and understanding, only some provide opportunities for students to apply, analyse, or evaluate geographical processes. Higher cognitive demands are mainly found in questions linking natural processes to societal vulnerability and risk. The findings indicate that differences in test construction may lead students to encounter uneven cognitive and conceptual demands, which has implications for equity in assessment. The study highlights the central role of teacher-constructed tests in shaping what counts as geographical knowledge in practice.