Formative Assessment in Upper Secondary School Technology Education : How student participation and teacher feedback affect learning andattitudes

This study explores how formative assessment influences student learning,engagement, and attitudes in upper secondary technology education. Itexamines students’ experiences of formative assessment practices, includingfeedback, self-regulated learning, and collaboration, alongside teachers’approaches to formative teaching. Data are collected through interviews withstudents and teachers at a Swedish upper secondary school.Results show that students perceive formative assessment as supportive of theirunderstanding of technological concepts, particularly when feedback is timelyand specific. Peer discussions and teacher feedback emerge as key factors forlearning and reflection. However, students vary in their interpretation offeedback and engagement levels. Teachers report that formative assessmentpromotes a student-centered learning environment but identify challengesrelated to time constraints and balancing formative with summativeassessment.The study concludes that systematic and reflective use of formative assessmentenhances student learning and motivation in technology education. Practicalimplications include establishing clearer feedback routines, increasingopportunities for student dialogue, and providing professional development forteachers in formative assessment methods.Keywords: Assessment, Feedback, Formative Assessment, StudentEngagement, Technology Education