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Assessment in Education: Principles, Policy & Practice Volume 28, 2021 - Issue 3
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Articles

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

Zi Yana Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9305-884XView further author information
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Ziqi Lia Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, ChinaView further author information
,
Ernesto Panaderob Departamento de Innovación y Organización Educativa, Facultad de Psicología y Educación, Universidad De Deusto, Bilbao, España;c IKERBASQUE, Basque Foundation for Science, Bilbao, SpainORCID Iconhttps://orcid.org/0000-0003-0859-3616View further author information
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Min Yanga Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, ChinaView further author information
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Lan Yanga Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, ChinaView further author information
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Hongling Laoa Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, ChinaView further author information
Pages 228-260 | Received 11 Sep 2020, Accepted 20 Jan 2021, Published online: 15 Feb 2021

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