Primary teachers' attitudes, intentions and practices regarding formative assessment

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Exploring Teachers’ Assessment Literacy: Impact on Learners’ Writing Achievements and Implications for Teacher Development (2018, background): “Assessment for formative purposes is an integral part of any teaching program which includes practices such as effective teacher questioning, use of success criteria, feedback, observation, conferencing, and student self-assessment (Yan & Cheng, 2015).”
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment (2021, background): “It is not adequate to consider only personal factors without taking the larger context that influences teachers’ formative assessment practice into account (*Yan & Cheng, 2015).”
Self-assessment in the process of self-regulated learning and its relationship with academic achievement (2020, methodology): “The Rasch model has been widely used in this manner in previous studies (e.g., Deneen et al. 2013; Yan and Cheng 2015; Yan 2018a) due to Rasch analysis being able to transform Likert-type data, which is usually ordinal data, into interval data which is a pre-requite for conventional statistical…”