A Systematic Review on Factors Influencing Teachers' Intentions and Implementations Regarding Formative Assessment

Autor/inn/en	Yan, Zi; Li, Ziqi; Panadero, Ernesto; Yang, Min; Yang, Lan; Lao, Hongling
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Influence; Einfluss; Einflussfaktor; Bildungsforschung; Pädagogische Forschung; Lehrerrolle; Research report; Forschungsbericht
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01