This paper describes a new model for formative assessment of literacy, LUFO (abbreviation from the Finnish title: LUkutaidon FOrmatiivinen arviointi), derived from design-based study. The goal of LUFO is to provide students with structured, targeted feedback on subject-specific literacy skills. For teachers, LUFO offers a concrete and accessible method to enhance language awareness. LUFO combines the principles of formative assessment and multiliteracy pedagogy, and it supports the implementation of linguistically responsible pedagogy (Lucas & Villegas, 2013) and teaching disciplinary literacy (Goldman et al., 2016; Shanahan & Shanahan, 2015). 

Formative assessment, and particularly the well-targeted feedback it entails, has been shown to support learning (Bennett, 2011; Pellegrino, 2018). Effective feedback is constructed in three phases, guiding learners on their learning objectives, progress, and the strategies needed to achieve their goals (Hattie & Timperley, 2007). Formative assessment can accommodate individual learning needs, fostering better learning outcomes (Cizek et al., 2019). With the pedagogy of multiliteracy (Kalantzis et al., 2016), LUFO provides a tool to manage different socio-cultural practices related to multimodal texts in different subjects. Multiliteracy and linguistically responsive pedagogy are increasingly important in today’s classrooms, where students represent diverse languages, skills, cultures, and social realities (Cummins, 2023). The current Finnish national curriculum also emphasizes linguistically responsive pedagogy. 

In this paper, the term L2 student refers to multilingual student learning Finnish as a second language syllabus at school, in the initial stages of his or her language studies. A specific challenge in guiding L2 students’ literacy development lies in distinguishing their developing language skills from subject content knowledge. Language awareness is a central framework when discussing L2 students’ literacy. Focusing on subject-specific language supports reading comprehension and, therefore, the acquisition of content (Gibbons, 2015).

Feedback targeting comprehension during reading is an effective tool to improve the use of literacy strategies (Swart et al., 2022). However, earlier reports suggest that the time allocated to explicit teaching of literacy strategies in Finnish schools is limited (Herttovuo & Routarinne, 2020). One reason for this discrepancy might be that literacy strategies and linguistically responsive pedagogy can be challenging for teachers who are not specialized in language instruction. Subject teachers often struggle to perceive themselves as facilitators of broader reading and writing skills who integrate subject-specific language and content (Aalto & Tarnanen, 2015).

Current research shows that L2 students’ literacy development is weaker compared to other students (Leino et al., 2023). Even though more support is provided for L2 students’ literacy development compared to L1 students, the learning outcome gap has not narrowed (Ståhlberg et al., 2023). Adequate literacy is crucial for academic progression, employment, and overall societal participation. Ensuring the success of multilingual students’ educational pathways has significant societal implications.

In Finland, the assessment of L2 students has been sparsely studied, and existing research mainly addresses summative assessment at the end of basic education. While formative assessment is known to benefit learning, there is currently no reliable information on its effects on L2 students’ learning outcomes in literacy. For addressing this gap in the knowledge, this presentation introduces LUFO model, its theoretical foundation, gained results and their implications. While aimed for multilingual students, LUFO principles and guidelines are likely to be applicable also for other subgroups of learners.

Research questions

- Are teachers familiar with formative assessment and do the apply it in classroom?

- What kind of instrument is needed for teaching disciplinary literacy?

- How teachers evaluate LUFO model and its applicability?

- Does LUFO enhance learning outcomes?

- Do students find LUFO useful? 

The LUFO research project consists of three sub-studies, which will be presented in peer-reviewed scientific publications. Together with a summary section, these manuscripts will constitute the author’s doctoral dissertation. The research methods vary depending on the sub-study: 1. The first sub-study explored teachers’ perceptions of factors influencing assessment and learning. The data was collected from teachers (N=208) in 2015, as a part of a larger KARVI study (Kuukka & Metsämuuronen, 2016). The approach was qualitative, and the data was categorized using thematic content analysis (Peel, 2020). The study was published in 2023 (Saari & Hildén, 2023). 2. The second sub-study introduces LUFO, which is a formative assessment model built on the findings of the first sub-study and relevant research literature. The model development process followed a cyclic design-based research approach (McKenney & Reeves, 2019), alternating between problem analysis, development, and reflection. Environmental science texts were selected as subject to study due to their diverse text types and the relatively higher number of instructional hours compared to other subjects. The draft model, developed through a literature review, was finalized in collaboration with 4th and 5th grade teachers (N=8) and their L2 students (N=60). Methods included observation and interviews. This manuscript is in refinement phase and will be submitted to an international peer-reviewed journal during the spring 2025. 3. The third sub-study pilots LUFO model in several schools in Helsinki, employing both quantitative and qualitative methods for evaluation of effectiveness. LUFO will be implemented for L2 students (N=30) on 6th grade. After the intervention, the participants and a comparison group of L2 peers (N=30) - matched by age, gender and time spent in Finnish school, and earlier grades - will take a summative test. The test results will be compared with statistical analysis, specific method will be chosen based on the characteristics of the data, such as distribution normality. For acquiring more in-depth knowledge, L2 students who used LUFO model will be interviewed. Data collection will take place in autumn 2025. The manuscript will be submitted to an international peer-reviewed journal in 2026.

Immigration is one of the important topics in Europe today. Education, language and literacy are fundamental factors in adequate integration process. While there is plenty of research on literacy, knowledge on practical methods for advancing literacy among L2 students is rare. More research is needed on both learning and teaching, and on the applicability of these methods to language learners from different cultural backgrounds. LUFO aims to contribute to this topic. This research-based development work advances both assessment and literacy research. In addition to theoretical results and viewpoints, the findings from LUFO aim to provide applicable every-day practices for teaching. More, the results also add to the research of assessment methods aimed for other groups of literacy learners. Although LUFO project is not yet completed, some important findings can already be presented. The first sub-study showed that even though L2 teachers know the core concepts of formative assessment, they seldom consider them advantageous. Thus, formative assessment guidelines are not applied as intended, which results to missing the potentially advantageous outcomes. On the other hand, the second sub-study showed that teachers are motivated and eager to apply formative assessment, if they are provided with a low threshold tool. LUFO also revealed to teachers the multiple aims of literacy, which can often be obscured. More, LUFO gave teachers more ideas for teaching disciplinary literacy. Design-based research appears to be a viable method for developing assessment and teaching. The results of the third sub-study will assess LUFO model’s effect on learning outcomes and provide insight of the learners’ perspectives. This final research phase takes place during the autumn 2025, and the manuscript presenting the results will be ready in 2026. LUFO study aims to provide reliable, research-based insights for improving educational practices. It holds significant societal potential both in Finland and internationally.

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