Formativ bedömning i undervisning ur lärarperspektiv i ämnet engelska : Formativ bedömnings fördelar och utmaningar

Sammanfattning: 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.