Under många år har formativ bedömning blivit ett begrepp som används flitigt i undervisningsdiskussioner. Detta för att resultatet utav arbetsmetoden varit så positivt. Man har sett att man genom att uppmärksamma elever på deras kunskapsnivå kan lägga upp en mer individuell strategi för hur de ska nå sitt slutmål. Syftet med denna studie är att undersöka hur gymnasielärare idag använder formativ bedömning som metod i sin undervisning. Mer specifikt rör denna studie de insatser som genomförts i undervisningsområdet linjära ekvationssystem. Studien är en kvantitativ undersökning som genomförts med hjälp av en enkät som låtit lärare återge sin personliga uppfattning om deras insats, upptäckter samt tankar om framtida utveckling. Resultatet visar att lärare i den svenska gymnasieskolan besitter kunskaper för att implementera formativ bedömning som metod i sin undervisning. De använder i stor utsträckning olika IKT-verktyg för att stärka elevernas utveckling, men även formativa metoder som kamratbedömning, tester under lektionstid, samt värderingsmatriser. De svårigheter lärarna upptäckt med dessa metoder är att de elever som har svårt i arbetet med linjära ekvationssystem framförallt har bristfälliga kunskaper inom aritmetik och förståelse för likhetstecknets betydelse. Lärarna visar tecken på en vilja att utveckla sitt arbete med formativ bedömning. De anser att de vill ha mer fortbildning på området och dessutom arbeta närmare sina kollegor. Det är också tydligt att de är medvetna om att de själva har en stor roll i att denna utveckling äger rum. / For many years, formative assessment has become a term used extensively in teaching discussions. Mostly because the achieved results have been so positive while using this method. It has been shown that by determining students’, and drawing attention to students’, level of knowledge, one can lay down a more individual strategy for how the students will reach their final goals. The purpose of this study is to investigate how upper secondary school teachers implement formative assessment as a method in their teaching. More specifically, this study relates to the efforts undertaken in the field of teaching linear equations. This is a quantitative study conducted using a survey that allowed teachers to present their own views of their personal perceptions of their efforts, discoveries, and thoughts about future development in the work with formative assessment. The result show that teachers in Swedish upper secondary schools have the knowledge to implement formative assessment as a method of teaching. They use a wide range of ICT tools to enhance student development, but also formative methods such as peer assessment, classroom testing, and evaluation charts. The difficulties they discovered by using these methods are that the students who struggle in the field of linear equations have inadequate knowledge of the arithmetic rules and an insufficient understanding of the meaning of the equal sign. The teachers show signs of a willingness to further develop their work in formative assessment. They believe that they in the future will need more education in the field and, moreover, more cooperation with their colleagues. It is also clear that they are aware of the fact that they themselves play a major role in the progress of this development.

Learning rubrics are adapted to the students’ understanding, and contain a clear focus of what they are supposed to learn. Teachers’ knowledge about them seems to be limited, and assessment rubrics are a more common tool for teachers’ assessment practices (Alm, 2015).Even though the Swedish school curriculum encourages teachers to use formative assessment as an active part of their teaching, due to its beneficial factors for students learning development, studies have shown that summative assessment is a preferred practice among teachers.This paper analyzes the teachers use of learning rubrics in English as a foreign language classroom in the Swedish primary schools. The focus lays on finding out teachers experiences and beliefs about using learning rubrics as a formative assessment tool. According to theories and findings within formative assessment a certain set of criteria must be met, something which learning rubrics do. In order to fulfill this papers purpose, we combined a quantitative study that was carried out on 55 teachers, and a qualitative study that was centered around interviewing 5 teachers. Our results showed that 38 % of the 4-6 EFL teachers used a continuous formative assessment, which occurred during lessons or over a longer span of time. In regards to the use of learning rubrics only 3% used learning rubrics for a formative purpose. Results also revealed that a combination of learning rubrics, and assessment rubrics are more commonly used rather than only the use of learning rubrics in the language classroom. Through the combination of these two types of rubrics it helped in clarifying what was assessed and in what way it was assessed. It would also be used to make teachers’ arguments visible both for the students and the caretakers at home. However, if teachers do not apply the necessary adaptations to the formative process, the benefits are not obtained.

This study investigates teachers’ perceptions about the value of peer and self-assessment as tools for enhancing EFL writing in the context of upper-secondary education in Sweden. In addition, this study examines the relationship between teachers’ beliefs, knowledge of the methods, and their reported teaching practices. Based on teachers’ comments, this paper identifies the ways in which peer and self-assessment can be effectively implemented in EFL classrooms. A mixed-methods approach was used in the study. Three qualitative, semi-structured interviews were conducted. The interviews were complemented with a questionnaire survey in order to check the generality of the interview findings. Through a process of triangulation, the datasets obtained from the questionnaires and interviews were analysed and interpreted in light of theory and recent research on peer and self-assessment. Results show that these teaching and learning tools are appreciated by teachers as a way to enhance learning in relation to EFL writing. However, the investigation showed significant inconsistencies regarding teachers’ usage of the method. The results obtained showed that, in order for these practices to be effective, careful training is needed. Moreover, in order to provide proper training for their students, teachers themselves need to understand the value of the tools, and to be trained in how to effectively implement them. Therefore, the study concluded that information about peer and self-assessment should be included in teacher education and in-service training in Sweden.

Återkoppling som praktik i den svenska skolan är en komplex företeelse med många faktorer att ta hänsyn till. Forskare är eniga om att återkoppling är ett nyckelverktyg för att föra lärandet framåt, men det finns många fällor på vägen. Den här studien visar på några olika teoretiska perspektiv kring återkoppling som jämförs med undersökningarna gjorda vid två olika skolor. Syftet med uppsatsen är att undersöka och beskriva hur och varför lärare ger återkoppling. Studien baseras på kvantitativa och kvalitativa undersökningar, enkät och fokusgruppintervju. Resultatet visar att lärare tycker att återkoppling är viktigt men att de ofta upplever tidsbrist som en anledning till att inte ge mer omfattande eller mer frekvent återkoppling till sina elever. Lärarna i studien visade medvetenhet kring effekten av återkoppling men motiverade inte sina val av typ av återkoppling. En möjlig anledning till detta kan vara att utifrån den målstyrda verksamhet som skolan är, kan motivet till återkoppling kopplas till kriterier och mål som på så sätt gör att återkopplingen tjänar som information till eleven kring hur eleven ska nå målen. Vilket kan leda till att informationen i återkopplingen inte bidrar till ökad insikt hos eleven kring sina kunskaper, eller information till läraren om vad eleven kan som är grunden i formativ bedömning. / Feedback as a practice in Swedish schools is a complex phenomenon with many factors to consider. Researchers agree that feedback is a key tool for moving learning forward, but there are many pitfalls along the way. This study presents a few different theoretical perspectives on feedback that are compared to a study conducted at two different schools. The purpose of the study is to investigate and describe how and why teachers provide feedback. The study is based on two surveys, a questionnaire and a focus group interview. The results show that teachers feel that feedback is important but that they often experience lack of time as a reason for not providing more extensive or more frequent feedback to their students. The teachers in this study showed awareness of the effect of feedback but did not motivate their choice of type of feedback. One possible reason for this, may be that based on the goaldriven activities in school, the reason for feedback can be linked to criteria and goals. In this way, feedback serves as information to the student about how the student can reach the goals. This may lead to the information in the feedback not leading to students´ increased insights about their knowledge, or information to the teacher about what the student can do, which is the basis of formative assessment. / <p>2020-06-08</p>

In a contemporary world saturated with technology, where data has become a means tounderstand and optimize almost everything, the educational sector seems reluctant towards it.In order to change that, it is argued that formative assessment is a sustainable way to monitorfeedback data for the purpose to improve school environment. Used in the classroom, it shiftsthe focus from the outcome of pupils’ learning to their real needs.This study elaborates on the lack of feedback for teachers and the referring potential oftechnology usage in schools. Due to, inter alia, a co-creation workshop, novice teachers anddesigners collaborated to create several prototypes, which were used in a real classroomsituation afterwards. Those prototypes enabled a deep understanding of the current perceptionof feedback as well as the technology awareness of students and teachers.The research results were discussed from various angles, including young teenagers’and experienced teachers’ views. The outcome analysis led to the need of a student-centredcurriculum which offers explorative access to technology and feedback for everybodyinvolved in a school environment.

A small private secondary school in Mexico implemented periodic progress testing with the intention of individualizing education of its students. The relationship between teachers' use of Measures of Academic Progress (MAP) data and students' mathematics and reading gain scores was not known. The purpose of this study was to determine whether the frequency of teachers' use of MAP data or student profiles was related to students' MAP mathematics and reading test gain scores between 2 years of test administrations. The theoretical framework for the study was Dewey's, Kolb's, and Vygotsky's ideas on pragmatism and constructivism, which support students' opportunities for growth in learning through realization of their strengths and talents. The mathematics and reading MAP gain scores of 76 students were examined, along with 8 teachers' responses from a questionnaire on teachers' frequency of use of MAP data or student profiles. Data were analyzed using analyses of variance. Results indicated significant differences in students' MAP gain scores in reading when their teachers reported using MAP data at least once per week (F = 4.086, p = 0.001) or online student profiles at least once per month (F = 3.638, p = 0.013). Targeted training videos and materials were created to support teachers' use of MAP results to inform instruction at the study site. Implications for social change include encouraging teachers and administrators to meet the individual needs of students, which may result in increased student reading and mathematics scores, graduation rates, and latitude in vocation selection.

The overall purpose of this study is to make a comparative analysis between how peer assessment is presented and expressed in textbooks intended for the Swedish subject in grades 7–9 and in textbooks for upper secondary school. A sub-purpose is to set the content of the textbooks against what is stipulated in the two Swedish school curricula with regard to how peer assessment should be practiced by Swedish teachers. A second sub-purpose is to compare the content of the textbooks with what Skolverket (National Agency for Education) states in its support material. A qualitative method was used. The results show a certain development between the textbooks intended for compulsory school and the ones that pertain to upper secondary school. Textually, it is more developed in the latter: feedback and response are described in more detail, especially in one of the books. Also in terms of content, these textbooks include more material that is in line with the method of peer assessment. But looking at all the material that has been examined, the analysis shows that the wording is relatively undeveloped, that instructions for students and teachers are often in point form, and that the authors omit descriptions of the purpose and usefulness of peer reviews. The analysis of the two curricula shows a willingness for teachers to work with peer assessment. However, the relationship between the content of the textbooks and the texts from Skolverket reveals differences in how the scientific basis is expressed. In the textbooks, references to research are usually omitted and the usefulness of peer assessment is not clarified to any great extent. The results of the study are discussed from different theoretical perspectives and previous research.

Denna systematiska litteraturstudie presenterar aktuell forskning om lärares formativa återkoppling under elevernas skrivprocess. Syftet är att besvara frågeställningar om hur lärare använder muntlig och skriftlig återkoppling och vilka effekter återkopplingen ger. Studien inkluderar tio publikationer där vetenskapliga artiklar, rapporter, doktorsavhandlingar, systematisk litteraturöversikt och metaanalys ingår. Materialet har bearbetats genom en innehållsanalys och kategoriserats efter frågeställningarna. Studiens resultat visar att lärarna använder muntlig och skriftlig återkoppling på olika sätt i syfte att motivera eleverna som skribenter och utveckla deras texter. Det framgår att den muntliga återkopplingen ofta fokuserar på att motivera och reda ut missförstånd hos eleverna medan den skriftliga fokuserar mer på disposition och språkriktighet. Återkopplingen kan ha både positiva och negativa effekter beroende på lärarens erfarenhet och hur mycket eleverna involveras i återkopplingen.

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En kunskapsöversikt på effekterna av formativ bedömning behövs i alla ämnen inklusive matematik. Syftet med studien är att genom en systematisk litteraturstudie ta reda på vilka bevis det finns som säger att formativ bedömning är eller inte är effektiv när det gäller elevers prestationer samt att analysera orsakerna av dessa effekter. Resultatet visat att formativ bedömning kan ha positiva, negativa och inga effekter på elevers prestationer. Orsakerna är till vilken grad lärarna implementerat formativ bedömning, intresset och motivation från lärarna att använda formativ bedömning samt vilken typ av formativ bedömning som implementeras. / A knowledge overview on the effects of formative assessment is needed in all subjects including mathematics. The purpose of this study is by a systematic review find out what evidence there are that say that formative assessment is or is not effective regarding student performance and also analyze the causes of these effects. The findings show that formative assessment can have positive, negative and no effects on student performance. The causes are the extent to which formative assessment is used, the interest and motivation from the teacher to use formative assessment and also what kind of formative assessment that is implemented.