A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment

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dc.contributor.authorYan, Zi
dc.contributor.authorLi, Ziqi
dc.contributor.authorPanadero, Ernesto
dc.contributor.authorYang, Min
dc.contributor.authorYang, Lan
dc.contributor.authorLao, Hongling
dc.date.accessioned2025-09-02T11:23:15Z
dc.date.available2025-09-02T11:23:15Z
dc.date.issued2021-02-15
dc.date.updated2025-09-02T11:23:15Z
dc.description.abstractTeachers 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.en
dc.description.sponsorshipThis work was supported by a General Research Fund (GRF) (Project No: EDUHK 18607118) from the Research Grants Council of Hong Kong.en
dc.identifier.citationYan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy and Practice, 28(3), 228-260. https://doi.org/10.1080/0969594X.2021.1884042
dc.identifier.doi10.1080/0969594X.2021.1884042
dc.identifier.eissn1465-329X
dc.identifier.issn0969-594X
dc.identifier.urihttps://hdl.handle.net/20.500.14454/3445
dc.language.isoeng
dc.publisherRoutledge
dc.rights© 2021 The Author(s)
dc.subject.otherAssessment for learning
dc.subject.otherFormative assessment
dc.subject.otherImplementation
dc.subject.otherIntention
dc.subject.otherTeacher
dc.titleA systematic review on factors influencing teachers’ intentions and implementations regarding formative assessmenten
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.endPage260
oaire.citation.issue3
oaire.citation.startPage228
oaire.citation.titleAssessment in Education: Principles, Policy and Practice
oaire.citation.volume28
oaire.licenseConditionhttps://creativecommons.org/licenses/by-nc-nd/4.0/
oaire.versionVoR
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