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

References

• *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 
   Google Scholar
• Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 11–39). Springer Berlin Heidelberg.
   Google Scholar
• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
   Web of Science ®Google Scholar
• *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
   Google Scholar
• *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
   Web of Science ®Google Scholar
• *Alotaibi, K. A. (2018). Teachers’ perceptions on factors influence adoption of formative assessment. Journal of Education and Learning, 8(1), 74–86. https://doi.org/10.5539/jel.v8n1p74
   Google Scholar
• Barnes, N., Fives, H., & Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives & M. Gregoire Gill (Eds.), International handbook of research on teacher beliefs (pp. 284–300). Routledge.
   Google Scholar
• Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678
   Google Scholar
• Berry, R. (2010). Teachers’ orientations towards selecting assessment strategies. New Horizons in Education, 58(1), 96–107. https://eric.ed.gov/?id=EJ966618
   Google Scholar
• Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A., et al. (2015). International trends in the implementation of assessment for learning: Implications for policy and practice. Policy Futures in Education, 13, 117–140. https://doi.org/10.1177/1478210314566733
   Web of Science ®Google Scholar
• *Birenbaum, M., Kimron, H., Shilton, H., & Shahaf-Barzilay, R. (2009). Cycles of inquiry: Formative assessment in service of learning in classrooms and in school-based professional communities. Studies in Educational Evaluation, 35(4), 130–149. https://doi.org/10.1016/j.stueduc.2010.01.001
   Google Scholar
• *Birenbaum, M., Kimron, H., & Shilton, H. (2011). Nested contexts that shape assessment “for” learning: School-based professional learning community and classroom culture. Studies in Educational Evaluation, 37(1), 35–48. https://doi.org/10.1016/j.stueduc.2011.04.001
   Google Scholar
• Black, P., Harrison, C., Lee, C., & Wiliam, D. (2001, April). Theory and practice of formative assessment. Paper presented at AERA Conference.
   Google Scholar
• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
   Google Scholar
• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
   Web of Science ®Google Scholar
• *Black, P., & Jones, J. (2006). Formative assessment and the learning and teaching of MFL: Sharing the language learning road map with the learners. The Language Learning Journal, 34(1), 4–9. https://doi.org/10.1080/09571730685200171
   Google Scholar
• Bonner, S. M. (2016). Teachers’ perceptions about assessment: Competing narratives. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 21–39). Routledge.
   Google Scholar
• *Box, C., Skoog, G., & Dabbs, J. M. (2015). A case study of teacher personal practice assessment theories and complexities of implementing formative assessment. American Educational Research Journal, 52(5), 956–983. https://doi.org/10.3102/0002831215587754
   Web of Science ®Google Scholar
• *Brink, M., & Bartz, D. E. (2017). Effective use of formative assessment by high school teachers. Practical Assessment, Research & Evaluation, 22(8). https://doi.org/10.7275/zh1k-zk32
   Google Scholar
• Brookhart, S. M. (2007). Expanding views about formative assessment: A review of the literature. In J. H. McMillan (Ed.), Formative classroom assessment: Theory into practice (pp. 43–62). Teachers College Press.
   Google Scholar
• *Brown, G. T. L., Kennedy, K. J., Fok, P., Chan, J. K. S., & Yu, W. M. (2009). Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in Education: Principles, Policy & Practice, 16(3), 347–363. https://doi.org/10.1080/09695940903319737
   Google Scholar
• *Chroinín, D., & Cosgrave, C. (2013). Implementing formative assessment in primary physical education: Teacher perspectives and experiences. Physical Education and Sport Pedagogy, 18(2), 219–233. https://doi.org/10.1080/17408989.2012.666787
   Web of Science ®Google Scholar
• *Brown, G. T. L., & Gao, L. (2015). Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes. Cogent Education, 2(1), 993836. https://doi.org/10.1080/2331186X.2014.993836
   Web of Science ®Google Scholar
• Cowie, B., & Harrison, C. (2016). Classroom processes that support effective assessment. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 335–350). Routledge.
   Google Scholar
• *Crichton, H., & McDaid, A. (2016). Learning intentions and success criteria: Learners’ and teachers’ views. The Curriculum Journal, 27(2), 190–203. https://doi.org/10.1080/09585176.2015.1103278
   Web of Science ®Google Scholar
• *DeLuca, C., Chapman-Chin, A., & Klinger, D. A. (2019). Toward a teacher professional learning continuum in assessment for learning. Educational Assessment, 24(4), 267–285. https://doi.org/10.1080/10627197.2019.1670056
   Web of Science ®Google Scholar
• *Deneen, C. C., Fulmer, G. W., Brown, G. T. L., Tan, K. H. K., Leong, W. S., & Tay, H. Y. (2019). Value, practice and proficiency: Teachers’ complex relationship with assessment for learning. Teaching and Teacher Education, 80, 39–47. https://doi.org/10.1016/j.tate.2018.12.022
   Web of Science ®Google Scholar
• Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81–112. https://doi.org/10.3102/01623737024002081
   Web of Science ®Google Scholar
• *Dixon, H., & Haigh, M. (2009). Changing mathematics teachers’ conceptions of assessment and feedback. Teacher Development, 13(2), 173–186. https://doi.org/10.1080/13664530903044002
   Google Scholar
• Earl, L. (2013). Assessment as learning: Using classroom assessment to maximize student learning Corwin Press.
   Google Scholar
• *Feldman, A., & Capobianco, B. M. (2008). Teacher learning of technology enhanced formative assessment. Journal of Science Education and Technology, 17, 82–99. https://doi.org/10.1007/s10956-007-9084-0
   Web of Science ®Google Scholar
• Fishbein, M., & Yzer, M. C. (2003). Using theory to design effective health behavior interventions. Communication Theory, 13(2), 164–183. https://doi.org/10.1111/j.1468-2885.2003.tb00287.x
   Web of Science ®Google Scholar
• Fulmer, G. W., Lee, I. C. H., & Tan, K. H. K. (2015). Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research. Assessment in Education: Principles, Policy & Practice, 22(4), 475–494. https://doi.org/10.1080/0969594X.2015.1017445
   Web of Science ®Google Scholar
• Gikandi, J., Morrow, D., & Davis, N. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351. https://doi.org/10.1016/j.compedu.2011.06.004
   Web of Science ®Google Scholar
• Gipps, C., & Brown, M. (1999). Primary teachers’ beliefs about teaching and learning. The Curriculum Journal, 10(1), 123–134. https://doi.org/10.1080/0958517990100109
   Google Scholar
• *Grob, R., Holmeier, M., & Labudde, P. (2017). Formative assessment to support students’ competences in inquiry-based science education. Interdisciplinary Journal of Problem-Based Learning, 11(2). https://doi.org/10.7771/1541-5015.1673
   Web of Science ®Google Scholar
• Guo, W. Y., & Yan, Z. (2019). Formative and summative assessment in Hong Kong primary schools: Students’ attitudes matter. Assessment in Education: Principles, Policy & Practice, 26(6), 675–699. https://doi.org/10.1080/0969594X.2019.1571993
   Google Scholar
• *Haigh, M., & Dixon, H. (2007). Why am I doing these things? Engaging in classroom-based inquiry around formative assessment. Journal of In-Service Education, 33(3), 359–376. https://doi.org/10.1080/13674580701487000
   Google Scholar
• *Hamodi, C., López-Pastor, V. M., & López-Pastor, A. T. (2017). If I experience formative assessment whilst studying at university, will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE). European Journal of Teacher Education, 40(2), 171–190. https://doi.org/10.1080/02619768.2017.1281909
   Web of Science ®Google Scholar
• Harrison, C. (2013). Collaborative action research as a tool for generating formative feedback on teachers’ classroom assessment practice: the KREST Project. Teachers and teaching: theory and practice, 19(2), 202– 213. https://doi.org/10.1080/13540602.2013.741839
   Web of Science ®Google Scholar
• *Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38(1), 21–27. https://doi.org/10.1016/j.stueduc.2012.04.001
   Google Scholar
• Heitink, M., van der Kleij, F., Veldkamp, B., Schildkamp, K., & Kippers, W. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17, 50–62. https://doi.org/10.1016/j.edurev.2015.12.002
   Web of Science ®Google Scholar
• *Hondrich, A. L., Hertel, S., Adl-Amini, K., & Klieme, E. (2016). Implementing curriculum-embedded formative assessment in primary school science classrooms. Assessment in Education: Principles, Policy & Practice, 23(3), 353–376. https://doi.org/10.1080/0969594X.2015.1049113
   Google Scholar
• *Hui, S. K. F., Brown, G. T. L., & Chan, S. W. M. (2017). Assessment for learning and for accountability in classrooms: The experience of four Hong Kong primary school curriculum leaders. Asia Pacific Education Review, 18(1), 41–51. https://doi.org/10.1007/s12564-017-9469-6
   Web of Science ®Google Scholar
• Iczi, K. (2016). Internal and external factors affecting teachers’ adoption of formative assessment to support learning. International Journal of Educational and Pedagogical Sciences, 10(8), 2800–2807. https://eric.ed.gov/?id=ED567798
   Google Scholar
• James, M., & Pedder, D. (2006). Beyond method: Assessment and learning practices and values. The Curriculum Journal, 17(2), 109–138. https://doi.org/10.1080/09585170600792712
   Google Scholar
• Jones, A. & Moreland, J. (2005). The importance of pedagogical content knowledge in assessment for learning practices: A case-study of whole-school approach. The Curriculum Journal, 16(2), 193–206.
   Google Scholar
• *Karim, B. H. H. (2015). The impact of teachers’ beliefs and perceptions about formative assessment in the university ESL class. International Journal of Humanities Social Sciences and Education, 2(3), 108–115. https://www.arcjournals.org/pdfs/ijhsse/v2-i3/12.pdf
   Google Scholar
• *Karaman, P., & Sahin, C. (2017). Adaptation of teachers’ conceptions and practices of formative assessment scale into turkish culture and a structural equation modeling. International Electronic Journal of Elementary Education, 10(2), 185–194. https://doi.org/10.26822/iejee.2017236114
   Google Scholar
• Karp, G. G., & Woods, M. L. (2008). Preservice teachers’ perceptions about assessment and its implementation. Journal of Teaching in Physical Education, 27(3), 327–346. https://doi.org/10.1123/jtpe.27.3.327
   Web of Science ®Google Scholar
• *Kim, H. (2019). Teacher learning opportunities provided by implementing formative assessment lessons: Becoming responsive to student mathematical thinking. International Journal of Science and Mathematics Education, 17(2), 341–363. https://doi.org/10.1007/s10763-017-9866-7
   Web of Science ®Google Scholar
• Kingston, N., & Nash, B. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28–37. https://doi.org/10.1111/j.1745-3992.2011.00220.x
   Google Scholar
• *Lee, H., Feldman, A., & Beatty, I. D. (2012). Factors that affect science and mathematics teachers’ initial implementation of Technology-enhanced formative assessment using a classroom response system. Journal of Science Education and Technology, 21(5), 523–539. https://doi.org/10.1007/s10956-011-9344-x
   Web of Science ®Google Scholar
• *Lee, I., & Coniam, D. (2013). Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong. Journal of Second Language Writing, 22(1), 34–50. https://doi.org/10.1016/j.jslw.2012.11.003
   Web of Science ®Google Scholar
• *Koloi-Keaikitse, S. (2016). Assessment training: A precondition for teachers’ competencies and use of classroom assessment practices. International Journal of Training and Development, 20(2), 107–123. https://doi.org/10.1111/ijtd.12072
   Web of Science ®Google Scholar
• Li, H. (2016). How is formative assessment related to students’ reading achievement? Findings from PISA 2009. Assessment in Education: Principles, Policy & Practice, 23(4), 473–494. https://doi.org/10.1080/0969594X.2016.1139543
   Web of Science ®Google Scholar
• *Lock, C., & Munby, H. (2000). Changing assessment practices in the classroom: A study of one teacher’s challenge. Alberta Journal of Educational Research, 46(3), 267–279. https://journalhosting.ucalgary.ca/index.php/ajer/article/view/54818
   Web of Science ®Google Scholar
• *MacDonald, M. (2007). Toward formative assessment: The use of pedagogical documentation in early elementary classrooms. Early Childhood Research Quarterly, 22(2), 232–242. https://doi.org/10.1016/j.ecresq.2006.12.001
   Web of Science ®Google Scholar
• *Lorente-Catalán, E., & Kirk, D. (2016). Student teachers’ understanding and application of assessment for learning during a physical education teacher education course. European Physical Education Review, 22(1), 65–81. https://doi.org/10.1177/1356336X15590352
   Web of Science ®Google Scholar
• *Lyon, C. J., Oláh, L. N., & Wylie, E. C. (2019). Working toward integrated practice: Understanding the interaction among formative assessment strategies. The Journal of Educational Research, 112(3), 301–314. https://doi.org/10.1080/00220671.2018.1514359
   Web of Science ®Google Scholar
• MacPhail, A., Halbert, J., & O’Neill, H. (2018). The development of assessment policy in Ireland: A story of junior cycle reform. Assessment in Education: Principles, Policy & Practice, 25(3), 310–326. https://doi.org/10.1080/0969594X.2018.1441125
   Web of Science ®Google Scholar
• *Marshall, B., & Drummond, J. M. (2006). How teachers engage with assessment for learning: lessons from the classroom. Research Papers in Education, 21(2), 133–149. https://doi.org/10.1080/02671520600615638
   Google Scholar
• McKay, P. (2006). Assessing Young Language Learners. Cambridge University Press.
   Google Scholar
• *Moss, C. M., Brookhart, S. M., & Long, B. A. (2013). Administrators’ roles in helping teachers use formative assessment information. Applied Measurement in Education, 26(3), 205–218. https://doi.org/10.1080/08957347.2013.793186
   Web of Science ®Google Scholar
• Nieminen, J. H. (2020). Disrupting the power relations of grading in higher education through summative self-assessment. Teaching in Higher Education, 1–16. https://doi.org/10.1080/13562517.2020.1753687
   Web of Science ®Google Scholar
• *Nikou, S. A., & Economides, A. A. (2019). Factors that influence behavioral intention to use mobile-based assessment: A STEM teachers’ perspective. British Journal of Educational Technology, 50(2), 587–600. https://doi.org/10.1111/bjet.12609
   Web of Science ®Google Scholar
• Petticrew, M., & Roberts, H. (2006). Systematic Reviews in the Social Sciences: A Practical Guide. Blackwell,
   Google Scholar
• Popham, W. J. (2008). Transformative assessment. Association for Supervision and Curriculum Development.
   Google Scholar
• *Rashid, R. A., & Jaidin, J. H. (2014). Exploring primary school teachers’ conceptions of “assessment for learning”. International Education Studies, 7(9), 69–83. https://doi.org/10.5539/ies.v7n9p69
   Google Scholar
• *Sach, E. (2015). An exploration of teachers’ narratives: What are the facilitators and constraints which promote or inhibit ‘good’ formative assessment practices in schools? Education, 43(3), 3–13. https://doi.org/10.1080/03004279.2013.813956 322–335
   Web of Science ®Google Scholar
• *Shirley, M. L., & Irving, K. E. (2015). Connected classroom technology facilitates multiple components of formative assessment practice. Journal of Science Education and Technology, 24(1), 56–68. https://doi.org/10.1007/s10956-014-9520-x
   Web of Science ®Google Scholar
• *Ratnam-Lim, C. T. L., & Tan, K. H. K. (2015). Large-scale implementation of formative assessment practices in an examination-oriented culture. Assessment in Education: Principles, Policy & Practice, 22(1), 61–78. https://doi.org/10.1080/0969594X.2014.1001319
   Google Scholar
• *Sathasivam, R. V., & Daniel, E. G. S. (2016). Tale of two science teachers’ formative assessment practices in a similar school environment. Asia-Pacific Forum on Science Learning and Teaching, 17(2), 1–17. https://www.eduhk.hk/apfslt/v17_issue2/sathasivam/index.htm
   Google Scholar
• *Sezen-Barrie, A., & Kelly, G. J. (2017). From the teacher’s eyes: Facilitating teachers noticings on informal formative assessments (IFAs) and exploring the challenges to effective implementation. International Journal of Science Education, 39(2), 181–212. https://doi.org/10.1080/09500693.2016.1274921
   Web of Science ®Google Scholar
• *Saito, H., & Inoi, S. (2017). Junior and senior high school EFL teachers’ use of formative assessment: A mixed-methods study. Language Assessment Quarterly, 14(3), 213–233. https://doi.org/10.1080/15434303.2017.1351975
   Web of Science ®Google Scholar
• *Schütze, B., Rakoczy, K., Klieme, E., Besser, M., & Leiss, D. (2017). Training effects on teachers’ feedback practice: The mediating function of feedback knowledge and the moderating role of self-efficacy. ZDM Mathematics Education, 49(3), 475–489. https://doi.org/10.1007/s11858-017-0855-7
   Google Scholar
• Shirokova, G., Osiyevskyy, O., & Bogatyreva, K. (2016). Exploring the intention-behavior link in student entrepreneurship: Moderating effects of individual and environmental characteristics. European Management Journal, 34(4), 386–399. https://doi.org/10.1016/j.emj.2015.12.007
   Web of Science ®Google Scholar
• *Tang, S. Y. F., Cheng, M. M. H., & So, W. W. M. (2006). Supporting student teachers’ professional learning with standards‐referenced assessment. Asia‐Pacific Journal of Teacher Education, 34(2), 223–244. https://doi.org/10.1080/13598660600720629
   Google Scholar
• *So, W. W. M., & Lee, T. T. H. (2011). Influence of teachers’ perceptions of teaching and learning on the implementation of assessment for learning in inquiry study. Assessment in Education: Principles, Policy & Practice, 18(4), 417–432. https://doi.org/10.1080/0969594X.2011.577409
   Google Scholar
• *Tebeje, M., & Abiyu, A. (2015). Improving implementation of formative continuous assessment at college of agriculture, wolaita sodo university, Ethiopia. Journal of Education and Practice, 6(19), 110–116. https://files.eric.ed.gov/fulltext/EJ1079531.pdf
   Google Scholar
• van der Kleij, F. M. (2019). Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics. Teaching and Teacher Education, 85, 175–189. https://doi.org/10.1016/j.tate.2019.06.010
   Web of Science ®Google Scholar
• van der Kleij, F. M., & Lipnevich, A. A. (2020). Student perceptions of assessment feedback: A critical scoping review and call for research. Educational Assessment, Evaluation and Accountability. https://doi:10.1007/s11092-020-09331-x
   Web of Science ®Google Scholar
• *Webb, M., & Jones, J. (2009). Exploring tensions in developing assessment for learning. Assessment in Education: Principles, Policy & Practice, 16(2), 165–184. https://doi.org/10.1080/09695940903075925
   Google Scholar
• *Wallace, C. S., & Priestley, M. (2011). Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio‐cultural perspective on professional development and change. Journal of Curriculum Studies, 43(3), 357–381. https://doi.org/10.1080/00220272.2011.563447
   Web of Science ®Google Scholar
• White, H. D. (1994). Scientific communication and literature retrieval. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 41–55). Russell Sage Foundation.
   Google Scholar
• Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Lawrence Erlbaum Associates.
   Google Scholar
• Wiliam, D. (2010). An integrative summary of the research literature and implications for a new theory of formative assessment. In H. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 18–40). Routledge.
   Google Scholar
• Wiliam, D. (2019). Some reflections on the role of evidence in improving education. Educational Research and Evaluation, 25(1–2), 127–139. https://doi.org/10.1080/13803611.2019.1617993
   Web of Science ®Google Scholar
• *Wong, M. W. (2007). Assessment for learning and teacher development: The experience of three Hong Kong teachers. Teacher Development, 11(3), 295–312. https://doi.org/10.1080/13664530701644599
   Google Scholar
• *Wong, M. W. (2014). Assessment for learning, a decade on: Self-reported assessment practices of secondary school music teachers in Hong Kong. International Journal of Music Education, 32(1), 70–83. https://doi.org/10.1177/0255761413491056
   Web of Science ®Google Scholar
• Yan, Z. (2014). Predicting teachers’ intentions to implement school-based assessment using the Theory of Planned Behaviour. Educational Research and Evaluation, 20(2), 83–97
   Google Scholar
• Yan, Z. (2018). How teachers’ beliefs and demographic variables impact on self-regulated learning instruction. Educational Studies, 44(5), 564–577. https://doi.org/10.1080/03055698.2017.1382331
   Web of Science ®Google Scholar
• Yan, Z. & Brown, G. T. L. (2021). Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2021.100985
   Google Scholar
• *Yan, Z., & Cheng, E. C. K. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128–136. https://doi.org/10.1016/j.tate.2014.10.002
   Google Scholar
• Yin, X., & Buck, G. (2019). Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing. Teaching and Teacher Education, 80, 27–38. https://doi.org/10.1016/j.tate.2018.12.018
   Web of Science ®Google Scholar