Formative teaching–which includes formative and summative assessment–attracts extensive interest in Swedish language education. School reforms on a national scale from 2011 onward further underline this well-known fact. As OECD has shown, however, there are still things to be desired when managing assessment in Swedish schools. For example, on the national level Sweden needs to develop a strategic plan for assessment. Furthermore, in-service training for teachers in assessment should be enforced. In addition, the large variation of assessment procedures on the municipal level throughout this country requires rectification. Formative and summative assessment should be intertwined in effective, efficient teaching. The aim of my paper is to focus on certain challenges and benefits of a structured implementation of such teaching in Sweden. My findings emerge from empirical observations of teaching in a pilot study. The theoretical framework of my paper rests on international and domestic research in this field.