The purpose of this essay is to discover what Formative Assessment is used for in practice and also how teachers use the Curriculum for elementary school, preschool and after-school activity 2011 (Lgr 11) in their Formative Assessment work.The questions are as follows:What considerations do teachers take into account when assessing a student?How do teachers view assessment for learning?How do the teachers consider Formative assessment works in relation to Lgr 11?I have used a qualitative research method to answer my questions. I have interviewed five teachers regarding their view on and experience with assessment. Using a hermeneutic approach I have tried to retrieve a deeper meaning from my interviewees regarding Formative assessment. I have approached Formative assessment using the socio-cultural perspective because I believe it to be the best fit.All of the informants believe Formative assessment has made it easier to assess students and also that it works very well together with Lgr 11.

The porpuse of this paper is to find out how three teachers working in years four to six in a Swedish school say they use Formative assessment and how they use it in educational practice, and if there is a difference in the use of Formative assessment between year four, five and six. Formative assessment is the kind of assessment that aims to enhance the student?s learning, as opposed to summative assessment wich is intended only to summarize student?s accomplishments. To answer the purpose, I conducted qualitative interviews with the teachers, and observations in each of the teachers? classrooms.

In this study we have examined how teachers work with the documentation of Formative assessment with focus on how to design the right technological support to make it more simple and more efficient. We have studied how teachers? work with documentation in practise based on the guidelines for Formative assessment presented at the National Agency of Education. We performed observations and interviews in primary schools with teachers in different subjects in Ska?ne and Norrland.

This thesis examines the implications of a shorter  intensive action research  project on  the Formative assessments  key  strategies  four  and  five  that  are  activating  learners  as  learning  resources  for  one another and activating learners as owners of their own learning.  The research questions were ?How do the pupils experience the Formative approach?? ?What didactic consequences does the Formative approach  mean  for  the  role  of  the  teacher??  and  ?How  does  the  Formative  approach  affects  the pupils?  results  on a  short term??. The results were that the  majority of the pupils liked the approach and that they felt like their efficiency increased. The didactic consequences were that the teacher had to spend more time on evaluation but had more time during the lesson to listen to and discuss with the pupils. The pupils? results were not changed in comparison with the control group..

The aim of this study was to investigate what Formative assessment means and get information about how teachers? assessment practice in Formative assessment can look like, based on five key strategies. I have observed five teachers in grade 4 to 6 during a week of their mathematics teaching. Formative assessment is assessment for learning and has the purpose to support students? knowledge development.

Swedish school children's results have deteriorated in recent years and Formative assessment is, in accordance with previous research, a way to develop students' learning and performance. A part of Formative assessment is based on feedback that students should receive before, during and after a new assignment. In this study, we want to find out how students and teachers apprehend students' development in relation to feedback and what general attitudes towards feedback can be seen in both parties. The literature and theory discussed is linked to Formative assessment, both at international and national level where many important aspects of Formative assessment are essential in relation to pupils' further development. The theories are based heavily on human interaction and socio-cultural perspective as a concept.

AbstractThe aim of the study was to examine how a school team works with Formative assessment in compulsory school for pupils with intellectual disabilities. The study had a particular focus on Formative assessment in relation to pupils with moderate and severe intellectual disabilities. Since there is a lack of research within the field of Formative assessment and pupils with moderate and severe disabilities this study may contribute to new knowledge in this field. A sociocultural perspective has been used as a theoretical framework. A central concept in the sociocultural perspective is that people develop knowledge in interaction with other people and that communication and language is important.  The methodical framework was inspired by an ethnographic approach and the empirical material was concocted by participatory observations and by interviews.

The aim of this study is to investigate how mathematics teachers use Formative assessment to make the course objectives clear to the student. This is part of a wider aim in Sweden to find ways for improving mathematics teaching. Qualitative semi-structrured interviews and observations were used for collecting data. Different approaches to integrate Formative assessment in their classrooms is discussed: questioning, discussions in whole-class, group work and assessment and feedback. The analysis of the results indicated that the teachers thought differently about how to integrate the course objectives in their planning.

The aim of this study was to examine the students' perspectives on Formative assessment, partly about how students perceived the assessment in general, partly about what students' opinions were on Formative assessment, and partly about students' view of how assessment could be organized to stimulate learning process.  The study consisted of qualitative interviews with six students in grades one in an upper secondary school.The survey showed that students primarily perceived assessment with summative purpose: tests and scores.  Majority of the students experienced that there were too many tests occasions.  Those high-performing students were positive to tests.  However, those lower-performing students felt more negative and became more stressful with the exams.Results showed that they were lack of experience of Formative assessment.  All the six students thought that they had not got any chance to involve in the assessments process.  They realized that they had not got adequate feedback about their learning-situations.  With regard to students' wishes about how assessment could be developed in order to improve their learning, it was mainly about more and concrete feedback on tests and assignments.Two models were developed in the final discussion, which showed the author's own perception of Formative and summative assessments..

The purpose of this essay is to illustrate how and why teachers in New Zealand use portfoliosas a part of their teaching. The purpose is also to investigate if, and in that case how, a sociocultural perspective on learning can be shown through the work with portfolios. Toinvestigate this we have made a case study in New Zealand where we interviewed sixteachers. The result of the investigation shows that our teachers use portfolios in both asummative and a Formative way. In a summative way to gather what the children have done inschool, and in a Formative way to help the students to assess what they have done, how theyhave done it and what they are going to do next.

This study is about assessment, in particular Formative assessment also called assessment for learning. The purpose of this study is to investigate Swedish and South African primary school teachers? views and ideas about this didactic tool. The motives for this investigation are based on the fact that correct used Formative assessment supports pupils? learning process and the fact that there are few researches made about this subject in Sweden.

Gustavsson, Charlotte (2015). Formativ bedömning ? en studie om hur lärare uppfattar formativ bedömning (Formative assessment ? a study how teachers perceive Formative assessment). Malmö högskola, lärande och samhälle, institutionen för skolutveckling och ledarskap, kompletterande pedagogisk utbildning 90hp, huvudämne: pedagogik. Syftet med arbetet är att ta reda på om lärare använder sig av formativ bedömning och i så fall hur lärare definierar och lägger upp formativa bedömning. Med hjälp av teoretiska ramar tas det reda på hur verkligheten kan se ut för en urvalsgrupp.

The evaluation and assessment of a pupil?s knowledge is today an important part of a teachers work. The function of the evaluations for younger pupils (grades 1-3) has assumed a more prominent role in the school system due to the introduction of written assessments as well as national testing in grade 3. One of the purposes of this research has been to find out the teacher?s opinions of the written assessment in grade 3.

This essay examines if Formative assessment causes any impact on upper secondary school students results in social science. Other questions asked are which group of students benefits most from Formative assessment and if any connections can be found between the students result and their cognitive approach to learning, problem solving capability and attitude to school.Two classes from a school in Stockholm were chosen to participate in the study. The theoretical framework is mostly based on former research performed by Black and William (1998, 2003). Multiple methods were used, including an experiment with a parallel-group design with two groups, a survey and a problem solving test. Statistics is used to describe and analyze collected data.Both groups were taught during five lessons in the same field of knowledge with the same kind of teaching, apart from Formative assessment.

Assessment is considered one of the most important tools used today by people in almost everything they do and learn. This also applies to school, where assessment is considered as a constant companion to teaching and used in order to develop students' learning and skills. Assessment is also an educational necessity which has different purposes and therefore different consequences.                                                                                                                        The idea of ??this thesis was on the basis of the interviewed teacher's perspective to investigate what role the Formative assessment has on the development of pupils' learning and knowledge in mathematics for primary education, and explore how the teacher can, according to my informants, work with this assessment practice in the classroom so that it promotes the learning of the students in the best possible way.                                                                To carry out this study, I used qualitative research studies, the interview method, and also talked to five different teachers in the lower school ages on their view at the work of the Formative assessment. Theoretical basis of the thesis is also based on the research that says that the assessment can be used to promote student learning and knowledge, but also the teacher's learning?s in the educational process: assessment can and should be an assessment for learning.