Abstract This study investigates three primary school teachers’ experiences of working with formative assessment intended to develop pupils’ writing development. The study applies a sociocultural perspective to examine how teachers in grades 1–2 reason about their use of formative assessment to develop pupils’ writing. The study seeks to ascertain how the teachers reason about pupils’ texts in relation to the text triangle. The results of the study show that the teachers, in their work with formative assessment and writing development, proceed from set goals for the term which apply to all the pupils in that year. The teachers make the pupils aware of these goals by returning to them several times during the term. The intention is to remind the pupils of the goals. The three teachers also work with individual goals for the pupils via the pupils’ individual development plans. The informants all reason in much the same way about formative assessment in writing instruction in relation to the text triangle. The teachers consider that they work with the different qualities shown in the different levels of the text triangle, based on the pupils’ prior knowledge and experience of writing.

The aim of the study is to investigate which linguistic aspects teachers pay attention to when they analyze a pupil’s text, and what response they choose to give based on the analysis. The study builds on semi-structured interviews with three teachers and applies a sociocultural perspective. The result shows that the teachers in the study largely proceed from a functional outlook on texts. Although they were given a text with many linguistic problems on the surface, they saw the aspects on a more general textual level, for example, the main theme and the way the text was adjusted to suit the receiver. In the analyses of the pupil’s text the informants revealed different evaluations of the level of linguistic development a pupil should have reached in grade six, and different interpretations of how a pupil should write to satisfy the demands in the syllabus for Swedish. When the informants were asked to select aspects that they would use in response to an envisaged pupil, it turned out that their comments did not have the same spread between the different levels of the text. In their responses the informants were generally more inclined to proceed from the general levels of the text than they were in their earlier analyses.

This study's aim is to evolve knowledge about formative assessment of writing by investigating how pupils in grade 5 in elementary school rewrite their narrative stories based on their teachers feedback in writing. The questions that will be answered is; What type of formative assessment does the teacher provide the students with? and How do the students rewrite their narrative stories based on the teachers formative assessment? The study builds on a text analysis which is based on two theories. The first one is Hoels (2001 s. 27) text triangle and the second one is Lundahl's (2014) definition and categorization of formative assessment. The material which was used in the analysis was eleven student's first draft of their narrative stories, the teachers feedback on their work and the student's final work. The result showed that many students have problems with rewriting their texts on a global level, which was when the teacher gave feedback that withheld information regarding the text's structure and "red thread". Usually this problem is shown on students who are considered to be inexperienced writers. Their focus normally ended up on the more concrete feedback on the local level which the teacher commented on. This usually inheld information abaout punctuation marks and incorrect spelling. This feature i known as sliding down. The result however showed that the more experienced students had developed strategies to be able to switch between the different levels. The teacher's comments on the global level were mostly connected to the tasks matrix which helped clarify the purpose for the pupils. However every student recieved comments regarding spelling which took away the focus on comments regarding the text as such.

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I dagens skola finns ingen entydig uppfattning om hur den första skrivinlärningen ska ske, med penna och papper eller med hjälp av digitala verktyg. Syftet med denna studie är att jämföra elevtexter från årskurs 3 skrivna efter traditionell skrivundervisning och metoden Att skriva sig till läsning (ASL). Frågeställningarna i studien handlar om skillnader mellan olika kategorier skrivares texter utifrån helhet och struktur, meningar, ord samt tecken. Studiens teoretiska utgångspunkt är det sociokulturella perspektivet med medierande resurser, och texttriangeln används som teoretisk analysmodell. Materialet som ligger till grund för denna studie är 24 elevtexter från nationella provet i svenska i årskurs 3. Texterna är hämtade från fyra klasser där två fått traditionell skrivundervisning och två undervisats efter ASL-metoden. Från varje klass finns två elevtexter skrivna av säkra skrivare, två av medelsäkra skrivare och två av mindre säkra skrivare. Texterna är analyserade utifrån texttriangeln med hjälp av lix-generatorn och Word. Resultatet i studien är tvetydigt och visar inte vilken skrivundervisningsmetod som är mest fördelaktig för textens helhet. Vidare visar resultatet att ASL-metoden är gynnsam för elevtexters längd och ordvariation samt användandet av styckeindelning och talstreck. Eleverna som undervisats efter denna metod skriver dessutom längre grafiska och syntaktiska meningar. Resultatet visar också att traditionell skrivundervisning gynnar elevers stavning. Dock finns det inga tydliga skillnader mellan metoderna när det gäller elevtexternas andel långord och teckenfel. Slutligen visar resultatet att skrivundervisningsmetoderna kan vara fördelaktiga för olika kategorier skrivare.

International student assessments show that reading comprehension among Swedish pupils has decreased and the Swedish school system has become less successful in compensating for the variety of pupils’ background. The aim of this study is to examine whether the reading triangle, which is an adaption of the text triangle, provides a beneficial model to use at lower secondary level to enhance advanced reading comprehension and to systematize the teaching of reading on the basis of models developed in research on writing. The study draws on Anglo-Saxon and Nordic research on the teaching of reading and writing, as well as theories of metacognition and visual learning. The results show that the reading triangle, after some modifications, can serve as a tool to make pupils aware of their reading process and at what level they read and analyse texts. Moreover, the model can be a tool for teachers to systematize their teaching of reading and clarifying on what levels they need to focus when planning their teaching of reading.