Work

Formative assessment: A systematic review of critical teacher prerequisites for classroom practice

Year: 2020

Type: review

Abstract: Formative assessment has the potential to support teaching and learning in the classroom. This study reviewed the literature on formative assessment to identify prerequisites for effective use of formative assessment by teachers. The review sought to address the following research question: What teacher prerequisites need to be in place for using formative assessment in their classroom practice? The review was conducted using a systematic approach. A total of 54 studies were included in this review. The results show that (1) knowledge and skills (e.g., data literacy), (2), psychological factors (e.g., social pressure), and (3) social factors (e.g., collaboration) influence the use of formative assessment. The prerequisites identified can inform professional development initiatives regarding formative assessment, as well as teacher education programs.

Source: International Journal of Educational Research

DOI: 10.1016/j.ijer.2020.101602

Authors: Kim Schildkamp, Fabienne M. van der Kleij, Maaike C. Heitink, Wilma B. Kippers, Bernard P. Veldkamp

Institutions: University of Twente, Australian Catholic University

Language: English

Topic: Student Assessment and Feedback

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $1,300