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

Yan, Zi; Li, Ziqi; Panadero, Ernesto; Yang, Min; Yang, Lan; Lao, Hongling

doi:10.1080/0969594x.2021.1884042

Cited by 93 publications

(75 citation statements)

References 82 publications

(171 reference statements)

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“…The available literature has shown that student teachers respond to feedback in distinct ways within specific courses, curricula and contexts, depending on their previous experiences and their personal characteristics [21], and this was confirmed by our data as well. In fact, we have found the convergent and divergent perspectives offered by this research, including thoughts on the limitations of feedback, to be highly significant for developing insights about online feedback practices.…”

Section: Discussionsupporting

confidence: 89%

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Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback

2021

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This paper examines preservice teachers’ perspectives on assessment feedback developed in a teacher education course during the first lockdown due to the COVID-19 pandemic. As initially negotiated with students, feedback was learner-centred and involved a formative intervention approach applied iteratively by the teacher educator over the course of one semester. Although such feedback was initially face-to-face, it had to be given exclusively online following the unexpected closure of the university. Analysis of student teachers’ perspectives, which were collected through an online questionnaire completed after their final assessment, reveals both positive and critical aspects regarding the feedback provided by the teacher educator. While reaffirming the significance of feedback as a crucial element for learning in online teacher education contexts, the findings also show that the clarity, affective bonding and multimodal meaning-making involved in face-to-face interaction are particularly challenging when the communication of feedback is digitally mediated. The implications and limitations of such findings are discussed.

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Section: Discussionsupporting

confidence: 89%

“…An extensive body of research on assessment has long been highlighting the role of feedback in enhancing students' learning outcomes and in the development of selfregulation [14][15][16][17][18][19][20][21].…”

Section: Feedback Revisited Possibilities and Challenges In Digitally Mediated Educationmentioning

confidence: 99%

Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback

2021

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“…It was found that teachers should know about different ways of student assessment and use assessment in a way that helps learners in better learning. These findings are in agreement with (Al-Khairi, 2015;Al-Thumali, 2011;Barnes & Lock, 2013;Çelik et al, 2013;Khaksefidi, 2015;Soleimani & Zanganeh, 2014;Van Driel & Berry, 2012;Wei & Hui, 2019;Zamani & Ahangari, 2016;Yan et al, 2021). As it was found in this study, they believed that testing, scoring, assessing, and giving feedback are factors that help learners in better learning and effective teachers should know how to run them in their classroom.…”

Section: Qualitative Studysupporting

confidence: 88%

“…Their evaluation is another necessary mechanism to ensure the competence and conscientiousness of teachers. Also, in many English language programs, systematic evaluation of teachers is rare (Yan et al, 2021). It is common and irregular to be done by managers and senior teachers who do not have enough time and knowledge to do so, so teaching English according to many experts, there is an urgent need for community evaluation for teachers (Mazandarani & Troudi, 2021).…”

Section: Introductionmentioning

confidence: 99%

Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience

Mashhadlou

Izadpanah

2021

Lang Test Asia

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In recent years, there has been an increasing interest in the assessment of Iranian English teachers’ performance. Besides, it was aimed to examine and compare the performance of teachers based on their gender differences and teaching experience. To the first aim, the Delphi technique was used to develop a questionnaire and the reliability of the Delphi questionnaire based on Cronbach’s alpha was .982. In the first round, 25 experts including university lecturers and experienced instructors in the field of English teaching were asked to answer open-ended questions regarding important issues in the evaluation of an English teacher. Then, the related themes emerged. Using emerged themes, a questionnaire including 100 questions was designed and measured on a linear scale (1 = not important to 5 = absolutely essential). After calculating the frequency of each item, the results were resent to the panel to rate the questions. In the last phase, three criteria including 1—the mean 4 and more, 2—standard deviation less than 1, 3—less than 10% of the participants do not answer to the item were considered to decide on the final questions and components of the questionnaire. The questionnaire was distributed using Google forms. One hundred and fifty questionnaires were filled correctly and analyzed using SPSS 22. Then, the validity of questionnaire was checked. Overall, it was seen that there was not any significant difference between teachers’ performance based on gender difference and teaching experience. The findings of the present study might have some implications for researchers, instructors, language teachers, school administrators, and the ministry of education.

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“…Contextual factors play an important role in the implementation of formative assessment strategies in class (Yan and Cheng 2015). Yan et al (2021) conducted a systematic review on factors that affect teachers' intentions and implementation of formative assessment. They mention the importance of a positive school environment, strong internal school support, supportive working conditions and encouraging external policies.…”

Section: Implementing Scaffolding Strategiesmentioning

confidence: 99%

Using scaffolding strategies to improve formative assessment practice in higher education

Kruiper

Leenknecht

Slof

2021

Assessment & Evaluation in Higher Education

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sciences, utrecht university, utrecht, the netherlands; b HZ university of Applied sciences, vlissingen, the netherlands; c institute for communication, media & it, Hanze university of Applied sciences, groningen, the netherlands ABSTRACT Despite the increasing popularity of formative assessment as an instructional tool, teachers find it difficult to implement formative assessment strategies in their practice. To address this we developed a training programme based on formative assessment and scaffolding literature. A quasi-experimental design was utilised to examine the programme's usefulness; 8 teachers in higher education received the training and eight teachers did not. A questionnaire (N = 260) was administered before and after the training to determine students' perceptions of their teachers' adaptive behaviour. The trained teachers also participated in an interview about the usefulness of the training. Although no significant interaction effects between time and group were found, results over time reveal that both trained and untrained teachers showed more adaptive behaviour by providing more challenge when needed. Both groups of teachers also showed more non-adaptive behaviour since they gave more support and challenge than needed and became less supportive when students needed support. Results between groups indicate that trained teachers showed more adaptive behaviour than untrained teachers. Interview results indicate that teachers reviewed the training positively and reported scaffolding theory as a useful addition. Teachers requested more time and support to implement newly learned strategies in daily practice.

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

Cited by 93 publications

References 82 publications

Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback

Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback

Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience

Using scaffolding strategies to improve formative assessment practice in higher education

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