A systematic review of prerequisites for implementing assessment for learning in classroom practice

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Reasons for teachers’ successful development of a formative assessment practice through professional development – a motivation perspective (2018, background): “Heitink et al. (2016) only identified two studies showing a direct impact of teacher professional development in formative assessment on student achievement, and Schneider and Randel (2010) conclude ‘rigorous causal evidence linking improved student achievement to professional development in…”
The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills * (2018, background): “According to Heritage (2008), goals and criteria enable students to know what and why they will learn so that they can become active participants in what otherwise can be a passive learning process.”
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment (2021, background): “…assessment in classrooms depends on personal factors related to teachers’ beliefs, attitudes, knowledge, and skills (Yan, 2014; Black & Wiliam, 1998; Heitink et al., 2016) because teaching is an activity where teachers enact their conceptions about teaching and learning (Harrison, 2013; Yan, 2018).”