On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change

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The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills * (2018, background): “Yin et al. (2008) found that formative assessment did not lead to a significant influence on students’ achievement, motivation, and conceptual changes; however, this stemmed from the difficulty of effective implementation of formative assessment rather than its effectiveness.”
Developing Adaptive Teaching Competency through Coaching. (2009, background): “Yin et al (2008) found that formative assessment did not have the expected impact on students’ motivation, achievement and conceptual change; they noticed that teachers have difficulties to implement formative assessment and to use the information from formative assessment to modify their teaching.”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “students more readily integrate ‘formal’ knowledge gained through direct instruction into existing tacit knowledge (Bartlett 1932; Yin et al. 2008).”