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. I have come to the conclusion that the teachers are well aware of what strategies they use to enhance student learning. The difference in the use seems to depend on the teacher’s knowledge of formative assessment rather than in what year they are teaching.