Elevers perspektiv på bedömning för lärande
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.