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

Journal article

Kim Schildkamp, Fabienne M. van der Kleij, Maaike C. Heitink, Wilma B. Kippers and Bernard P. Veldkamp. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research. 103, pp. 1-16. https://doi.org/10.1016/j.ijer.2020.101602
AuthorsKim Schildkamp, Fabienne M. van der Kleij, Maaike C. Heitink, Wilma B. Kippers and Bernard P. Veldkamp
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.

KeywordsFormative assessment; Data-based decision making; Assessment for learning; Teacher prerequisites; Classroom practice; Systematic review
Year2020
JournalInternational Journal of Educational Research
Journal citation103, pp. 1-16
PublisherElsevier
ISSN0883-0355
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ijer.2020.101602
Scopus EID2-s2.0-85086440052
Open accessOpen access
Publisher's version
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File Access Level
Open
Publication process dates
Deposited12 Apr 2021
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