Formative assessment has come into focus in recent years. In Sweden, the use of formative assessment is typically emphasized in the curriculum of upper secondary schools. However, scientific studies show both positive as well as no effects at all of formative assessment on student performance.
Furthermore, formative assessment has proved to be time consuming, which obviously is a problem if it has no effects on learning. A new thesis by Daniel Larsson at the Linnæus University, Sweden, shows that multivariate data analysis, MVDA, can be used to give some answers about the effectiveness of such teaching practices.