Denna litteraturstudie undersöker elevers attityder till formativ bedömning i matematik. För att undersöka detta har sökningar efter vetenskapliga artiklar genomförts i ERIC och UniSearch. Sökningarna resulterade i att totalt 6 artiklar valdes till litteraturanalysen. Den insamlade litteraturen sammanfattades och dessa sammanfattningar låg sedan som grund till en tematisk analys. Ur analysen identifierades 6 teman, dessa teman var: 1) Elever har positiva attityder till formativ bedömning i teorin, 2) Elever har ambivalenta attityder till lärandemål, 3) Elever har ambivalenta attityder till frågetekniker, 4) Elever har ambivalenta attityder till feedback, 5) Elever har ambivalenta attityder till självbedömning, och 6) Elever har ambivalenta attityder till kamratbedömning. Utifrån resultatet dras slutsatsen att elever har ambivalenta attityder till formativ bedömning i matematik. Elever önskar information om hur de presterar i matematik, och de uttrycker positiva attityder om formativ bedömning i teorin. Elever uttrycker dock negativa attityder kring hur formativ bedömning används i praktiken.

This literature study examines students' attitudes towards formative assessment in mathematics. To examine this, searches for scientific articles have been carried out via ERIC and UniSearch. The search results resulted in 6 articles being selected for literature analysis. The selected literature was summarized, and these summaries were the basis for a thematic analysis. Six themes were identified from the thematic analysis, these themes were: 1) Students positive attitudes to formative assessment in theory, 2) Student have ambivalent attitudes to learning objectives, 3) Students have ambivalent attitudes to questioning techniques, 4) Students have ambivalent attitudes to feedback, 5) Students have ambivalent attitudes to self-assessment, and 6) Students have ambivalent attitudes to peer-assessment. Based on the results, It is concluded that students have complex attitudes to formative assessment in mathematics. Students wish to get Information about how they perform in mathematics, and they generally express positive attitudes to formative assessment. Students do however express negative attitudes to how formative assessment is used in practice.