Browsing by Subject "nyckelstrategier"

In connection with the new curriculum for the basic education some concepts have received more attention than others and one of them is formative assessment. Today, new demands are placed on the assessment in school. The assessment should not only be used as a controlling tool but also as a support for learning. What formative assessment means in practice, however, is not unambiguous. There are misinterpretations about formative work and some believe that an increased documentation requirement is what characterizes a formative assessment. The aim of this study is to examine how the literature describes the practice of the formative assessment. This is to be able to investigate the role of the documentation in the formative way of assessing pupil learning. The study is carried out in the form of a systematic literature review. The result is analyzed on the basis of a hermeneutic approach in which the purpose is to interpret, understand and convey knowledge about a certain phenomenon based on literature on the subject. The result shows that the role of documentation is only a part of several important aspects when it comes to formative assessment. The decisive factor in the formative assessment is the use of the key strategies described in the literature and not necessarily an increased requirement for documentation. Documentation is, however, inevitable in the work with the formative assessment and is needed for the teacher to be able to collect information about the student learning.