The paper is related to a recently finished review on formative assessment, covering 2000-2014 (Hirsh & Lindberg, forthcoming). The review as whole was based on internationally published articles with peer review, complemented with Swedish doctoral theses and articles published in Swedish. In this paper we highlight Nordic results on the one hand, and research related to student perspectives on formative assessment on the other.
For the review, a systematic search was done using national and international databases with two major keywords: formative assessment and assessment for learning. Secondly our aquaintance with the field contributed with special attention to articles and reports by Nordic researchers as well as international researchers with specific interest within this field of research.
Findings: Five themes were adressed in the insternational articles: theoretical/conceptual issues; policy-related issues; tools for formative assessment; implementation/teachers’ professional learning; and students’ conceptions. Further, many studies are based on quantitative data. Speccific for the Nordic studies is that they focus teachers’ formative assessment practices; documentation for formative assessment; government of teachers’ assessment; ethical aspects; parents’ and students’ conceptions; and that they predominantly rely on qualitative data. Very few studies address students’ experiences of formative assessment.