A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment

Zi YAN, Ziqi LI, Ernesto PANADERO, Min YANG, Lan YANG, Hongling LAO

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

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 languageEnglish
JournalAssessment in Education: Principles, Policy & Practice
Early online date15 Feb 2021
DOIs
Publication statusE-pub ahead of print - 15 Feb 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. Advance online publication. doi: 10.1080/0969594X.2021.1884042

Keywords

  • Formative assessment
  • Assessment for learning
  • Teacher
  • Intention
  • Implementation

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