The purpose of this study is to learn about teachers' perceptions towards formative assessment in K-3 classrooms in Sweden. Previous studies showed that teachers' understanding of formative assessment is one important factor when implementing it. It was also found that every teacher applies formative assessment differently in a way that works with their students. This degree project aims to get an overview of the teachers' perceptions of formative assessment and how they implement it in their classrooms. A mixed-method approach was inducted in the form of a digital questionnaire. 

The research participants consisted of 6 female teachers out of 140 schools throughout Skåne County who were willing to participate in this study. The participants were asked about their perceptions of formative assessment and the use of it in the K-3 classrooms and how this assessment impacts the learning process for the students' learning. Findings show teachers positive perceptions towards formative assessment even though they use FA differently in their classes the outcome is positive according to all teachers. Challenges such as students' learning processes, teachers' perceptions, and ideas about formative assessment differ from one another, and time constraints were also identified.

Feedback from teachers to their students is an important tool and combining it with open communication with different learning tools provided by the teachers is of great importance. Useful feedback on students’ work should cause thinking to take place and function as guidance that directs students’ independent learning.