A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment
2021; Routledge; Volume: 28; Issue: 3 Linguagem: Inglês
10.1080/0969594x.2021.1884042
ISSN1465-329X
AutoresZi Yan, Ziqi Li, Ernesto Panadero, Min Yang, Lan Yang, Hongling Lao,
Tópico(s)Reflective Practices in Education
ResumoTeachers 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.
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