formativt

Formativt is an adjective used in Swedish (and other Nordic languages) to describe something that shapes or forms. In educational contexts, it is most often associated with formative assessment, which refers to the ongoing collection and use of information about a learner’s understanding during instruction. The aim is to support learning and improve teaching, rather than to assign a final grade.

Key features of formativt bedömning include feedback that is timely, specific, and actionable; clearly stated learning objectives; information gathered from multiple sources; iterative cycles of instruction, assessment, and adjustment; and active student involvement in self- or peer assessment. The data gathered informs both teacher planning and learner strategies.

Common methods used in formative assessment are in-class prompts and quizzes, exit tickets, draft submissions or performances, classroom observations, rubrics, and peer reviews. When implemented well, formativt bedömning helps students monitor their progress, deepen understanding, and develop self-regulation, while teachers adapt tasks, grouping, and support to meet evolving needs.

Formative assessment is distinct from summative assessment, which evaluates learning at the end of a unit or course for grading or certification. In practice, many education systems promote an assessment-for-learning approach, where formative assessment complements summative measures.

The concept originated in broader assessment theory, with formative and summative assessments discussed since the mid-20th century and later highlighted in influential works such as Scriven (1967) and Black & Wiliam (1998). In Swedish educational discourse, formativ bedömning has become a central pedagogical concept, with parallels in other Nordic languages.