Mid Sweden University

Abstract

In this study the native language teachers' experiences in focus, regarding formativeassessment methods and conditions for formative assessment in teaching. The study had aqualitative approach. The sample consisted of four teachers interviewed. The interviewswere semi-structured and the questions were asked using an interview guide andsupplementary questions. The experiences that the teachers expressed about a greater clarityon goals and overall picture of students' development. Formative assessment also affectedthe planning of teaching when it gave structure. Increased quality and motivation werehighlighted as positive effects of formative assessment, while adapting to different studentsin the group could be a challenge. Native language teachers felt that the application ofdifferent strategies and techniques in teaching helped them in the interaction with thestudents. When the terms of the conditions for the use of formative assessment in teaching experienced native language teachers to aspects such as time, collegial cooperation, students' ability to adapt to the new way of working and different levels of knowledge of pupils, played the role. Many of these assumptions are consistent with previous research on formative assessment. The interviews took off native language teachers in the future conditions more specifically has to do with the subject mother tongue, such as the time available for the subject, the placement after school, volunteerism, teaching facilities and group size.