The impact of formative assessment on K-12 learning: a meta-analysis

ABSTRACT

To facilitate a more definitive understanding of the usefulness of formative assessment, this meta-analysis examined the impact of formative assessment on student academic achievement in the K-12 classroom. The study analyzed 258 effect sizes from 118 primary studies published around the world. By applying a broad lens for defining and understanding formative assessment, the study confirmed the usefulness of formative assessment. The overall effect size was 0.25 (Hedges’ g) for all studies included, and 0.22 for studies conducted within the US. The effect size was similar across different types of formative assessments (e.g., self-assessment vs peer assessment) and content domains (e.g., English language, mathematics, science, etc.). The mean effect size was significantly larger for studies conducted outside North America and Western Europe, for formative assessments for high school students, and for studies using the quasi-experimental design. No publication bias was detected for studies conducted in North America and Western Europe.

KEYWORDS:

• Meta-analysis
• formative assessment
• effect size
• student achievement
• publication bias

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Yuankun Yao

Dr. Yuankun Yao completed his undergraduate and master program at Tsinghua University in China. He earned his PhD from the University of Nebraska-Lincoln, with a focus on educational assessment and evaluation. Dr. Yao’s area of research includes educational measurement and evaluation.

Michelle Amos

Dr. Michelle Amos earned her EdD in Adult Learning and Leadership and MA in Reading Specialist from the Teachers College at Columbia University. Dr. Amos’ areas of research include the use of technology by English Language Learners and the impact of cognitive bias on reading comprehension in an increasingly polarized media environment.

Karrie Snider

Dr. Karrie Snider received an Interdisciplinary PhD in Curriculum and Instructional Leadership/Education, Policy, Leadership and Foundations from the University of Missouri – Kansas City, each with an emphasis in Early Childhood Education. Her research interests include teacher–child interactions and factors that influence teaching and learning.

Terrell Brown

Dr. Terrell Brown taught high school and middle school social studies for 11 years before coming to UCM. He earned his PhD in Instructional Leadership Academic Curriculum from the University of Oklahoma. Dr. Brown stays current in his content area discipline as a reader in addition to serving as a table leader for the Advanced Placement US History exam.