ABSTRACT
The Swedish school system allows plenty of leeway for teachers to interpret and enact the national syllabus in their classroom and to teach in a way that best provides for pupils in their own context, provided that their students make progress according to the regulations that govern compulsory schooling. The author discusses about one of these initiatives, which involved providing affordance for teachers to embed formative assessment into their own teaching practice. Affordance is the ability of an environment, or an object, to allow an individual to perform an action. Prior findings on formative assessment show that it is not as frequently implemented in classroom practice as the findings suggest, and implementation remains difficult. Wiliam and Guskey emphasize the importance of a lifelong learning perspective in the teaching profession and problematize the prior ineffectiveness of many professional development programmes for teachers. The TLC programme provides a structure, including support from the school's management.
