Implementing Formative Assessment
An analysis of international approaches, challenges and recommendations
DOI:
https://doi.org/10.14712/23362189.2025.4914Keywords:
formative assessment, implementation of formative assessment, limitations and challenges, systematic student progress, primary educationAbstract
This study examines the implementation of formative assessment in the context of primary education through a systematic literature review of empirical research published between 2017 and 2024. The aim of the study is to identify key strategies, supporting and limiting factors, the role of digital technologies, and contextual variables influencing the effective adoption of formative assessment. The analysis is based on 45 empirical studies selected according to predefined criteria, including thematic relevance, geographical focus on primary education, and methodological quality. Using thematic analysis, the findings were categorized into four analytical domains corresponding to four research questions. The results show that effective formative assessment depends on the clear articulation of learning objectives, the use of feedback-based formative strategies, and the active involvement of students in assessment processes. The study also emphasizes the importance of school leadership support and the continuous professional development of teachers. Based on the synthesis of international findings, the study offers recommendations for educational policy and pedagogical practice aimed at improving the implementation of formative assessment in school settings.
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