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What factors affect formative assessment and how these factors impact the implementation in the k-3 classroom?
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
2024 (English)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Vilka faktorer påverkar formative bedömning och vilken inverkan har dessa på genomförandet i ett F-3 klassrum? (Swedish)
Abstract [en]

This study's purpose is to see what factors affect formative assessment and how these factors impact the implementation in the k-3 classroom. The primary methods used have been electronic searches in the databases, ERIC, and Education research complete. Some studies showed that teachers have a positive attitude toward formative assessment, but they have some difficulties with its implementation. Time limitation is another factor that could impact the teachers' planning and the implementation of formative assessment in their classrooms. In some cases, formative assessment tends to lead more towards grades and results rather than proper feedback from the teacher. Teachers' understanding of formative assessment differs from one another depending on for example teachers' experience in teaching, teachers' background, male or female teachers, etc. A couple of studies focused on feedback as both a tool for teachers to assess students and in some situations for praising the students. It is up to the teachers to find a way to present the feedback effectively and equally between the students. Some researchers focused on the dialog between teachers and students as an essential part of the student's learning and development. Other researchers mean that the establishment of “sustained shared thinking” is essential where the focus lies on co-construction in adult-child collaborations.

Place, publisher, year, edition, pages
2024. , p. 25
Keywords [en]
formative assessment, teachers’ formative assessment attitudes, teacher’s implementation, elementary school, grade 1, grade 2, grade 3, ESL, formative feedback
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mau:diva-68498OAI: oai:DiVA.org:mau-68498DiVA, id: diva2:1867197
Educational program
LS Degree of Master of Arts in Primary Education
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Available from: 2024-06-11 Created: 2024-06-10 Last updated: 2024-06-11Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • nn-NB
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  • Other locale
More languages
Output format
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