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

本文研究了支持性评估策略在课程界面上的作用和教学意义，一般Didaktik和教学法相遇；从理论上讲，本文借鉴了每个领域研究中的概念。这种相互作用与两个课程级别的绩效导向有关：在计划课程级别，瑞典被用作以结果为导向的课程评估环境的示例。在制定的课程水平上，瑞典义务教育学校 8 年级的一个表现优异的班级被选为具体案例。在方法论上，该研究代表了课堂案例研究。经验数据语料库是在一学年中收集的，包括瑞典语和科学学科的视频录制课程观察、对教师和学生的半结构化访谈以及以教学文件形式出现的现场笔记和教学成果。结果表明，在这种课堂环境中使用的支持性评估策略可以被理解为课程绩效导向的一种催化剂，其目的是有效实现外部设定的结果预期。最后，除其他外，关于一个bildungs取向教育的理解。