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

By Kim Schildkamp, F. V. D. Kleij, Maaike Heitink, W. Kippers, Bernard P. Veldkamp. International Journal of Educational Research, 2020

273 citations recorded by the source corpus.

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.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/4c1363f498538a87a3901b17d1495f2e43a2a904

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1. Md. Shamim Hossain
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Citations in the corpus

• Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022, background): “Various critical teachers’ prerequisites—knowledge and skills, social factors, and psychological factors—for formative assessment are found useful for improving the quality of teaching and learning [40, 41].”