This explorative research paper looks at the attitudes and experiences of four EFL teachers towards assessment of English as a foreign language. The study was carried out using qualitative research with semi-structured interviews. The paper discusses factors that impact attitudes towards assessment. Our findings show that assessment is affected by a variety of factors, including colleagues, the head teacher and guiding documents. Furthermore, this paper identifies the need for more teacher education regarding the process of assessment, specifically formative assessment.

This study's purpose is to see what factors affect formative assessment and how these factors impact the implementation in the k-3 classroom. The primary methods used have been electronic searches in the databases, ERIC, and Education research complete. Some studies showed that teachers have a positive attitude toward formative assessment, but they have some difficulties with its implementation. Time limitation is another factor that could impact the teachers' planning and the implementation of formative assessment in their classrooms. In some cases, formative assessment tends to lead more towards grades and results rather than proper feedback from the teacher. Teachers' understanding of formative assessment differs from one another depending on for example teachers' experience in teaching, teachers' background, male or female teachers, etc. A couple of studies focused on feedback as both a tool for teachers to assess students and in some situations for praising the students. It is up to the teachers to find a way to present the feedback effectively and equally between the students. Some researchers focused on the dialog between teachers and students as an essential part of the student's learning and development. Other researchers mean that the establishment of “sustained shared thinking” is essential where the focus lies on co-construction in adult-child collaborations.