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

Figures & data

Figure 1. The process of literature search and selection

Table 1. Basic information of included articles by author alphabetic order

		Context
No.	Author and publication year	Country/region	Education sector	Subject	Research Design	Sample size	Data collection method	Intention^1	Implementation^1
1	*Ahmedi, 2019	Kosovo	Primary	n/a	Quantitative	47 teachers	Questionnaire		P
2	*Ahmedi, 2019	Saudi Arabia	Primary	Science related	Mixed-method	210 teachers	Questionnaire, interview		PC
3	*Andersson & Palm, 2017	Sweden	Primary	Maths	Qualitative	22 teachers	Classroom observation, interview		P
4	*Aschbacher & Alonzo, 2006	US	Primary	Science	Mixed-method	25 teachers	Interview, exam, observation, document analysis		PC
5	Birenbaum et al., 2011	Israel	Primary, Secondary, High School	Maths, Humanities	Mixed-method	122 teachers	Questionnaire, semi-structured interview, artefacts and documents.		C
6	*Birenbaum et al., 2009	Israel	Secondary	Hebrew Literacy, English, Science	Qualitative	14 schools	Ethnographic interview, audio recordings of meetings		PC
7	*Black & Jones, 2006	England	Secondary	English, Maths, Science	Mixed-method	40 teachers	Questionnaire, interview	P	C
8	*Box et al., 2015	US	High school	Science	Qualitative	3 teachers	Classroom observation, interview		PC
9	*Brink & Bartz, 2017	US	High school	Maths, Physical Education, Foreign Language	Mixed-method	3 teachers	Questionnaire, interview, classroom observation	PC	PC
10	*Brown & Gao, 2015	China	Primary, Secondary	English, Science, and others	Mixed-method	17–1395 teachers	Questionnaire, interview	PC	PC
11	*Brown et al., 2009	Hong Kong	Primary, Secondary	Chinese, Maths, English	Quantitative	288 teachers	Questionnaire		PC
12	*Chroinín & Cosgrave, 2013	Ireland	Primary	Physical Education	Qualitative	5 teachers	Focus group interview		PC
13	*Crichton & McDaid, 2016	Scotland	Secondary	English	Qualitative	20 teachers 20 students	Interview	P	P
14	*DeLuca et al., 2019	Canada	Secondary	Maths, Social Studies	Qualitative	88 teachers	Interview, open-ended questionnaire, observation, artefacts.	PC	PC
15	*Deneen et al., 2019	Singapore	Secondary	n/a	Quantitative	913 teachers	Questionnaire	PC	C
16	*Dixon & Haigh, 2009	New Zealand	Secondary	Maths	Qualitative	4 teachers	Interview, questionnaire	P	P
17	*Feldman & Capobianco, 2008	US	High School	Physics	Mixed-method	8 teachers	Observation, focus group interview, questionnaire		PC
18	*Grob et al., 2017	Switzerland	High School	Science related	Qualitative	11 teachers	Questionnaire, interview		PC
19	*Haigh & Dixon, 2007	New Zealand	Secondary	Maths, English	Qualitative	4 teachers	Meeting video, filed notes, interview	P	P
20	*Hamodi et al., 2017	Spain	Higher Education	Primary Education, Music, Physical Education, Early Education	Mixed-method	46 pre-service teachers	Questionnaire, discussion group	P	PC
21	*Havnes et al., 2012	Norway	High School	English, Norwegian, Maths	Mixed-method	192 teachers	Questionnaire, focus group interview		C
22	*Hondrich et al., 2016	Germany	Primary	Science	Mixed-method	28 teachers	Classroom observation, student workbooks		PC
23	*Hui et al., 2017	Hong Kong	Primary	Chinese, Maths, English	Qualitative	4 teachers	Interview	P	PC
24	*Karaman & Sahin, 2017	Turkey	Primary	n/a	Quantitative	400 teachers	Questionnaire	P	P
25	*Karim, 2015	Iraq	Higher Education	ESL	Mixed-method	25 teachers	Open-ended questionnaire	P
26	*Kim, 2019	US	Middle School	Maths	Qualitative	2 teachers	Classroom observation, interview		PC
27	*Koloi-Keaikitse, 2016	Botswana	Primary, Junior and senior Secondary	n/a	Quantitative	691 teachers	Questionnaire		P
28	*Lee & Coniam, 2013	Hong Kong	Secondary	EFL	Mixed-method	2 teachers	Questionnaire, interview, classroom observation		PC
29	*Lee et al., 2012	US	Secondary	Science, Maths	Qualitative	38 teachers	Classroom observation (video-recordings), interview		PC
30	*Lock & Munby, 2000	Canada	Elementary School	Generalist	Qualitative	1 teacher	Classroom observation, interview, informal discussion		PC
31	*Lorente-Catalán & Kirk, 2016	England	Higher Education	Physical Education	Qualitative	22 pre-service teachers	Document analysis, observation, interview	PC
32	*Lyon et al., 2019	US	High School	Maths, English	Qualitative	6 teachers	Classroom observation, interview		P
33	*MacDonald, 2007	Canada	Kindergarten	Literacy	Qualitative	3 teachers	Classroom observation, interview		P
34	*Marshall & Drummond, 2006	US	Secondary	English, History, Science	Mixed-method	6 teachers	Questionnaire, interview	P	P
35	*Moss et al., 2013	US	Secondary	n/a	Qualitative	24 administrators	Classroom observation, questionnaire, meeting notes	PC	PC
36	*Nikou & Economides, 2019	32 European countries	Primary, Secondary	STEM	Quantitative	161 teachers	Questionnaire	PC
37	*Rashid & Jaidin, 2014	Brunei	Primary	Core Subjects	Qualitative	15 teachers	Interview	PC
38	*Ratnam-Lim & Tan, 2015	Singapore	Primary, Secondary	Maths and others	Quantitative	30 teachers and 13 parents	Questionnaire	C	C
39	*Sach, 2015	UK	Lower and Secondary School	n/a	Qualitative	3 teachers	Interview		C
40	*Saito & Inoi, 2017	Japan	Junior and Senior High School	EFL	Mixed-method	727 teachers	Questionnaire, interview	P	P
41	*Sathasivam & Daniel, 2016	Malaysia	Primary	Science	Qualitative	2 teachers	Classroom observation, interview		P
42	*Schütze et al., 2017	Germany	Secondary	Maths	Quantitative	67 teachers	Questionnaire		P
43	*Sezen-Barrie & Kelly, 2017	US	Secondary	Science	Qualitative	4 teachers	Classroom observation, interview	P	P
44	*Shirley & Irving, 2015	US	Middle and High School	Science	Qualitative	4 teachers	Interview		P
45	*So & Lee, 2011	Hong Kong	Secondary	Liberal Studies	Qualitative	36 teachers	Classroom observation, interview	P	P
46	*Tang et al., 2006	Hong Kong	Pre‐primary, Primary, Secondary	Maths, Science	Qualitative	21 teachers	Interview, classroom observation, field notes	P
47	*Tebeje & Abiyu, 2015	Ethiopia	Higher Education	Agriculture	Mixed-method	21 lecturers and 105 students	Questionnaire, observation, groups discussion notes		PC
48	*Wallace & Priestley, 2011	Scotland	Secondary	Social Science, Maths, Language	Qualitative	5 teachers	Classroom observation, interview	PC	PC
49	*Webb & Jones, 2009	UK	Primary	English, Maths	Qualitative	6 teachers and their classes	Classroom observation, interview		C
50	*Wong, 2007	Hong Kong	Primary	Music	Qualitative	3 teachers	Classroom observation, interview	P	PC
51	*Wong, 2014	Hong Kong	Secondary	Music	Quantitative	97 teachers	Questionnaire	P	P
52	*Yan & Cheng, 2015	Hong Kong	Primary	n/a	Quantitative	450 teachers	Questionnaire	P	P

Note. ¹Personal factor (P); Contextual factor (C)

Table 2. Number of included articles for each category

Category		Studies	N
Teacher Intention
Personal	Instrumental attitude	7,9,10,13,15,16,23,24,25,31,36,37,40,43,45,50,51,52	18
	Self-efficacy	10,13,14,15,16,24,31,36,37,45,48,52	12
	Education and training	9,14,16,20,31,35,43,45,46,51	10
	Belief of teaching	10,25,48,51	4
	Subjective norm	48,52	2
	Skill and ability	46,51	2
Contextual	Internal school support	9,13,31,35,37	5
	External policy	10,31,38,48	4
	Cultural norm	2,15,38,48	4
	School environment	13,35,48	3
	Student characteristics	9	1
	Working condition	10	1
Teacher Implementation
Personal	Education and Training	2,3,5,6,9,13,14,16,18,19,20,22,26,27,28,29,30,32,34,35,39,40,42,45,48,50,51	27
	Instrumental attitude	1,10,12,13,14,16,23,24,28,29,30,33,40,43,44,45,47	17
	Belief of teaching	4,8,10,11,29,30,34,35,43,44,45,48	12
	Skill and ability	4,8,12,17,18,19,28,29,32,41,42,45	12
	Self-efficacy	9,14,16,24,28,29,42,48	8
	Affective attitude	28,29,47	3
	Subjective norm	2,8	2
Contextual	School environment	2,6,7,8,9,13,14,16,17,18,20,28,35,39,48,49	16
	Internal school support	2,6,7,9,13,16,18,35,39,47,50	11
	Working condition	2,9,13,18,22,23,29,30,33,39,47	11
	Student characteristics	2,8,11,15,18,23,28,29,30,43,47	11
	External policy	2,8,10,13,18,38,39,48,50	9
	Cultural norm	2,8,10,20,21,28,38	7

Figure 2. An integration of factors influencing formative assessment

Note. Factors are displayed according to their frequencies being reported in influencing intention and implementation respectively.

*Ahmedi, V. (2019). Teachers’ attitudes and practices towards formative assessment in primary schools. Journal of Social Studies Education Research, 10(3), 161–175. https://jsser.org/index.php/jsser/article/view/1233 

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*Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92–102. https://doi.org/10.1016/j.learninstruc.2016.12.006

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*Aschbacher, P., & Alonzo, A. (2006). Examining the utility of elementary science notebooks for formative assessment purposes. Educational Assessment, 11(3-4), 179–203. https://doi.org/10.1080/10627197.2006.9652989

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