Abstract: The purpose of this study was to investigate the attitudes of six elementary school teachers towards formative assessment strategies and how they employ them. The study employed a qualitative approach, utilizing semi-structured interviews to explore the teachers´understanding formative assessment, its application in their teaching practices, and the perceived advantages and disadvantages associated with its use. The interviewed teachers were from three different schools in Sweden, with varying levels of experience. The findings indicated that teachers generally hold positive views toward formative assessment and actively integrate it into their teaching as a method to support students´academic development. The results showed that the teachers use oral formative assessment in the classroom, and they usually employ formative assessment with speaking and writing. Moreover, the findings show that they use formative assessment strategies to help their students learn more and to foster greater study motivation. However, the teachers expressed a desire for more time dedicated to formative assessment, citing challenges such as large class sizes and additional administrative responsibilities. / Abstract: syftet med denna studie var att undersöka attityder av sex lärare som undervisar i ämnet engelska på högstadienivå gentemot formativa bedömningsstrategier och hur de tillämpar dem i undervisningen. Studien använde en kvalitativ metod genom att göra semistrukturerade intervjuer för att utforska lärarnas förståelse av formativ bedömning, dess tillämpning i undervisning samt upplevda fördelar och nackdelar med dess användning. De intervjuade lärare jobbar på tre olika skolor i Sverige och hade varierande erfarenhetsnivåer. Resultaten visade att lärarna hade positiva åsikter om formativ bedömning och aktivt integrerar det i sin undervisning som en metod för att stödja elevernas utveckling. Resultaten visade också att lärarna använder muntlig formativ bedömning mest i klassrummet och de tillämpar vanligtvis formativ bedömning med skriv- och talförmåga. Dessutom visar resultaten att de använder formativa bedömningsstrategier i undervisning för att hjälpa sina elever utvecklas samt för att öka studiemotivation. Dock uttryckte lärarna en önskan om mer tid avsatt för formativ bedömning och nämnde några utmaningar med användning av formativ bedömning som till exempel stora klassar och ytterligare administrativa arbete.

My diploma thesis focuses on formative assessment of natural sciences, such as Biology and Chemistry on the ISCED 2 and 3 level. The aim of the work is to introduce formative assessment as such and to present designs of materials and activities for formative evaluation development in natural sciences. The theoretical part examines the school assessment matter. It describes a formative assessment in detail including assessing methods and techniques. The aim of the empirical part was to map materials for formative assessment development in the school subjects of Biology and Chemistry. Moreover, all the materials were tested in practice. Another goal was to identify what was the effect of using the new methods of formative assessment in the school. It also explores the possibility of students attitude change in learning and whether it successfully affected their performance in the subjects. The research method used in the work was action research which was conducted in the author's teaching. Interviews in focus groups in third year of four-year academy and fifth year of eighth-year academy at a private grammar school were used for the collection of data. The research findings show that using methods such as feedback, peer evaluation and evaluation according to defined criteria in Biology and Chemistry...