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

Kim Schildkamp,Fabienne M Van Der Kleij,Maaike C Heitink,Wilma B Kippers,Bernard P Veldkamp

doi:10.1016/j.ijer.2020.101602

Kim Schildkamp, Fabienne M Van Der Kleij + Show 3 more

Open Access

https://doi.org/10.1016/j.ijer.2020.101602

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Abstract

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.

Highlights

Using assessment for a formative purpose is intended to guide students’ learning processes and improve students’ learning outcomes (Van der Kleij, Vermeulen, Schildkamp, & Eggen, 2015; Bennett, 2011; Black & Wiliam, 1998)
There is still no clear consensus on what the term “formative assessment” encompasses (Van der Kleij et al, 2015; Bennett, 2011; Torrance, 2012; Wiliam, 2011), it is broadly accepted as a good classroom practice for teachers (Torrance, 2012)
This review sought to address the following research question: What teacher prerequisites need to be in place for using formative assessment in their classroom practice?

Summary

Introduction

Using assessment for a formative purpose is intended to guide students’ learning processes and improve students’ learning outcomes (Van der Kleij, Vermeulen, Schildkamp, & Eggen, 2015; Bennett, 2011; Black & Wiliam, 1998). The core unifying characteristic is the focus on gathering evidence about student learning and using this evidence to guide student learning To this end, feedback is recognised as a crucial aspect of formative assessment (Bennett, 2011; Black & Wiliam, 1998; Sadler, 1989; Stobart, 2008). Teachers can adapt their instruction to the needs of learners based on information derived from assessments as a form of feedback, to modify their teaching and/or provide feedback to students; students can use such feedback to steer their own learning processes directly (Bennett, 2011; Black & Wiliam, 1998; Sadler, 1989)

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