Abstract
Teachers are playing crucial roles in the implementation of formative assessment, which has been widely recognised as a valuable strategy in enhancing students’ learning outcomes. However, systematic analysis on factors that might facilitate or hinder teachers’ intentions and implementations regarding formative assessment is scarce. This review covers 52 eligible studies and identifies factors, which have been categorised into personal and contextual factors, that influence teachers’ intentions and implementations regarding formative assessment. The results of this review may benefit researchers, school leaders, and policy makers when they aspire to facilitate the implementation of formative assessment. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.
| Original language | English |
|---|---|
| Pages (from-to) | 228-260 |
| Journal | Assessment in Education: Principles, Policy & Practice |
| Volume | 28 |
| Issue number | 3 |
| Early online date | 15 Feb 2021 |
| DOIs | |
| Publication status | Published - 2021 |
Citation
Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228-260. doi: 10.1080/0969594X.2021.1884042Keywords
- Formative assessment
- Assessment for learning
- Teacher
- Intention
- Implementation
