| Summary: | This study aims to examine teachers’ approach to formative assessment. The purpose has materialized to four research questions linked to the theory of formative assessment. It does so by interviewing eight teachers in upper secondary education. The interviews are then interpreted through a method inspired by the phenomenographic method. During the teachers' formative work they describe their feedback as matrices based on the curriculums, verbal, written, and for many of the informants done mostly in connection to the return of examinations. The results of the study also finds that the requirements of summative assessment from, amongst other things, the curriculum makes it difficult for teachers to fully implement formative assessment. In addition, the lack of time makes it difficult for the teachers to work as formative as they want. The interviewed teachers also confirm what other studies have found, and thus the formative ways of working do not achieve their fully potential if it is only used instrumentally, and not implemented as a complete theory. The study also finds that teachers experience difficulties in motivating of the students and making them responsible for their own learning.
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