Literaturnachweis - Detailanzeige
Autor/inn/en | Yan, Zi; Li, Ziqi; Panadero, Ernesto; Yang, Min; Yang, Lan; Lao, Hongling |
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Titel | A Systematic Review on Factors Influencing Teachers' Intentions and Implementations Regarding Formative Assessment |
Quelle | In: Assessment in Education: Principles, Policy & Practice, 28 (2021) 3, S.228-260 (33 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Yan, Zi) ORCID (Panadero, Ernesto) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0969-594X |
DOI | 10.1080/0969594X.2021.1884042 |
Schlagwörter | Formative Evaluation; Influences; Intention; Educational Research; Teacher Role; Evaluation Utilization; Research Reports; Context Effect; Teacher Characteristics |
Abstract | Teachers 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. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |