Understanding what hinders or facilitates the implementation of change strengthens formative assessments. We propose a framework for interrogating the relational, political, discursive, and structural dimensions of power-shaping change efforts. In addition, we describe the application of this framework to a change initiative to better understand…

This paper details the methodology originally used for a cross-sector literature review of formative evaluation in Germany. The study involved an online keyword search using academic databases and Google Search to uncover documents containing and meaningfully discussing formative evaluation as well as alternative forms of this term in German that…

Assessment data play a crucial role in facilitating informed decision-making. In the context of student affairs professionals aiming to empirically demonstrate the significance of connection, belonging, and wellness within a holistic campus learning environment, the need for formative data is becoming increasingly valuable. The article outlines…

Validation of teacher assessment systems assumes a study of their uses and consequences, especially when it comes to high-stakes evaluations. However, these elements are often not made clear in the program's theory of action. This article presents a qualitative study based on a documentary review and interviews with policymakers, which sought to…

Formative assessment has become a focus of classroom teachers as a quick method to assess students' progress in their classrooms. For students to be prepared for summative assessments, it is important to separate the traditional forms of summative assessment from the everyday practice and feedback that is formative assessment. Mathematics teachers…

The terms 'feedback' and 'formative assessment' are ubiquitous in education, but their conceptual boundaries are ill-defined. This perspective piece explores the meaning of 'feedback' and 'formative assessment', revealing the entanglement and confusion that exists between these two terms. An argument for clarity of terms is made, to avoid…

The formative use of rubrics seems to have the potential of promoting student learning, supposedly by making expectations and criteria explicit. However, there is a variation in effects on how well students perform on academic tasks when supported by rubrics. The aim of this study was to identify factors in rubric interventions that may…

Teachers' approaches and mindsets for assessment affect student learning, motivation, and social-emotional well-being. This systematic review examines how initial teacher education programs prepare teachers to enact one core purpose of classroom assessment--assessment for learning (AfL). AfL (also known as formative assessment) is a planned…

Reflective and formative assessments are commonly used in both K-12 and higher education but are less common in university mathematics courses. In fact, much of mathematics education seems to be heavily reliant on summative assessments. In this article, we introduce a formative assessment in the frame of a reflective homework system that can be…

Previous studies have revealed that preservice science teachers (PSTs) require more robust and stimulating opportunities to engage with and reflect on formative assessment (FA) during teacher education. From a sociocultural-asset perspective, 16 PSTs participated in a co-design process with researchers, engaging in an iterative reasoning and…

Running Records are thought to be an excellent formative assessment tool because they generate results that educators can use to make their teaching more responsive. Despite the technical nature of scoring Running Records and the kinds of important decisions that are attached to their analysis, few studies have investigated assessor accuracy. We…

While the educational value of formative assessment is widely acknowledged, the precise amount needed to effectively predict student performance on summative assessments remains unclear. This study investigates the relationship between intermediate formative assessment performance and final exam scores, addressing the critical question of how much…

Evaluation designs seek to provide evidence of impact and collect formative data to understand and improve programs and inform decisions. Formative data is commonly used at the onset of developing a new program to modify and improve before full implementation. However, formative data is often collected throughout the life of the program to shape…

Foundations and other public and nonprofit organizations increasingly express interest in cultivating systems-level change and maximizing their impact through more complex approaches. As organizations look beyond individual interventions and programs, they must think differently and define problems and questions in fundamentally new ways. The…

Learning analytics dashboards (LADs) are very important tools for contemporary education. Not only researchers, but also schools at different levels of education and students are evaluating in this way today. A large number of studies have addressed the issue, but there are few studies that have explored the possibilities of transferring the…