A Systematic Review of Meta-Analyses on the Impact of Formative Assessment on K-12 Students’ Learning: Toward Sustainable Quality Education
Abstract
:1. Introduction
2. Materials and Methods
2.1. Literature Search Strategy
2.2. Selection Criteria
2.3. Data Extraction
2.4. Methodological Quality Assessment
2.5. Robustness of the Results-Based Recommendations
2.6. Data Interpretation
3. Results
3.1. Search Results
3.2. Characteristics of the Meta-Analyses
3.3. Methodological Quality Assessment
3.4. Robustness of the Results-Based Recommendations
3.5. Effect of Formative Assessment in Key Areas of Learning
3.5.1. Effects of Formative Assessment on Learning in STEAM-Related Subjects
3.5.2. Effect of Formative Assessment on Learning Literacy
3.6. Effect of Computer-Based Formative Assessment on Learning
3.7. Effect on Affective Learning
3.8. Effect of Formative Assessment on Learning within Settings
3.8.1. K-12 School Students
3.8.2. Primary School Students
3.8.3. Middle School Students
3.8.4. Secondary School Students
3.9. Other Influencing Variables
3.9.1. Differentiation
3.9.2. Professional Development
3.9.3. Teacher and/or Student-Directed
4. Discussion
4.1. Generalizability of the Results
4.2. Quality of the Included Meta-Analyses
4.3. Formative Assessment Practices Enhance Learning
4.4. Type of Intervention
4.4.1. Student Centered
4.4.2. Student-Directed Formative Assessment According to School Setting
4.4.3. Student-Directed Formative Assessment and Subject Area
4.4.4. Teacher-Directed Approaches
4.5. Effect of Formative Assessment within Various Contexts
4.5.1. Formative Assessment in STEAM-Related Subjects
4.5.2. Formative Assessment Using Computers
4.5.3. Formative Assessment and Literacy
4.6. Overall Effect of Formative Assessment
4.7. Strengths and Limitations
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Sortwell, A.; Trimble, K.; Ferraz, R.; Geelan, D.R.; Hine, G.; Ramirez-Campillo, R.; Carter-Thuiller, B.; Gkintoni, E.; Xuan, Q. A Systematic Review of Meta-Analyses on the Impact of Formative Assessment on K-12 Students’ Learning: Toward Sustainable Quality Education. Sustainability 2024, 16, 7826. https://doi.org/10.3390/su16177826
Sortwell A, Trimble K, Ferraz R, Geelan DR, Hine G, Ramirez-Campillo R, Carter-Thuiller B, Gkintoni E, Xuan Q. A Systematic Review of Meta-Analyses on the Impact of Formative Assessment on K-12 Students’ Learning: Toward Sustainable Quality Education. Sustainability. 2024; 16(17):7826. https://doi.org/10.3390/su16177826
Chicago/Turabian StyleSortwell, Andrew, Kevin Trimble, Ricardo Ferraz, David R. Geelan, Gregory Hine, Rodrigo Ramirez-Campillo, Bastian Carter-Thuiller, Evgenia Gkintoni, and Qianying Xuan. 2024. "A Systematic Review of Meta-Analyses on the Impact of Formative Assessment on K-12 Students’ Learning: Toward Sustainable Quality Education" Sustainability 16, no. 17: 7826. https://doi.org/10.3390/su16177826