Lärares uppfattning om formativ bedömning : Hur påverkar formativ bedömning elevers skrivande?

Sammanfattning: The purpose of this study is to obtain more knowledge about how teachers perceive the concept of formative assessment and how students develop with formative assessment when it comes to teaching writing in Swedish as a subject in year 7-9. The study is built on a qualitative study with interviews, which has provided knowledge about how teachers perceive the concept of formative assessment. Furthermore the study is built on a theory that learning occurs in social interaction, together with others, which even the concept of formative assessment is built on. The concept is built on five key strategies, which is about the teachers´ part, the students´ part and the classmates´ part when it comes to develop their learning with formative assessment. The study shows that the interviewed teachers perceive the concept of formative assessment from parts of these five key strategies, but not completely. Mainly the concept of formative assessment is perceived as feedback. When it comes to the students’ writing development, the study shows variations among the students. The conclusion of this study is that there is a development area in how teachers perceive the concept of formative assessment. Studies shows that formative assessment has good effect on students’ learning, and that is why it is important forteachers to have knowledge about formative assessment. Keywords: formative assessment, assessment for learning, feedback, writing, Swedish