A Systematic Review of Meta-Analyses on the Impact of Formative Assessment on K-12 Students Learning: Toward Sustainable Quality Education

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datacite.alternateIdentifier.citationSustainability (Switzerland), 16 (17), 2024
datacite.alternateIdentifier.doi10.3390/su16177826
datacite.alternateIdentifier.issn2071-1050
datacite.creatorSortwell, Andrew
datacite.creatorTrimble, Kevin
datacite.creatorFerraz, Ricardo Manuel Pires
datacite.creatorGeelan, David R.
datacite.creatorHine, Gregory S.C.
datacite.creatorRamirez-Campillo, Rodrigo
datacite.creatorCarter-Truillier, Bastian Ignacio
datacite.creatorGkintoni, Evgenia
datacite.creatorXuan, Qianying
datacite.date2024
datacite.rightsAcceso abierto
datacite.subjectAchievement
datacite.subjectFormative Assessment
datacite.subjectK-12
datacite.subjectLearning
datacite.subjectMeta-analysis
datacite.subjectProgram Sustainability
datacite.subjectStudents
datacite.subjectSustainable Assessment
datacite.subjectUmbrella Review
datacite.subjectEducation
datacite.subjectLearning
datacite.subjectMeta-analysis
datacite.subjectRisk Assessment
datacite.subjectStudent
datacite.subjectSustainability
datacite.subjectTeaching
datacite.titleA Systematic Review of Meta-Analyses on the Impact of Formative Assessment on K-12 Students Learning: Toward Sustainable Quality Education
dc.date.accessioned2025-10-06T14:22:09Z
dc.date.available2025-10-06T14:22:09Z
dc.description.abstractFormative assessment in K-12 education has been a notable teaching and learning focus area in schools over the last 20 years, as evidenced by numerous recent systematic reviews and meta-analyses investigating and summarizing the evidence for formative assessments effectiveness and sustainability. This umbrella review systematically reviews meta-analyses investigating the effects of formative assessment on learning, summarizes the current findings, and assesses the quality and risk of bias in the published meta-analyses. Meta-analyses were identified using systematic literature searches in the following databases: Scopus, ERIC, Academic Research Complete, ProQuest, APA PsycArticles, SPORTDiscus, Web of Science, and Humanities International Complete. Thirteen meta-analyses, each of which examined the effects of formative assessment on learning in K-12 students, were included in this umbrella review. The review considered evidence for the potential effectiveness of using formative assessment in class with primary and secondary school students. Formative assessment was found to produce trivial to large positive effects on student learning, with no negative effects identified. The magnitude of effects varied according to the type of formative assessment. The 13 included meta-analysis studies showed moderate (n = 10), high (n = 1), and low (n = 2) methodological quality (AMSTAR-2), although the robustness of the evidence (i.e., GRADE analysis) was very low (n = 9), low (n = 3), and moderate (n = 1). These findings offer valuable insights for designing and implementing different types of formative assessment aimed at optimizing student learning and ensuring the sustainability of assessment practices. However, the low-to-very-low certainty of the available evidence precludes robust recommendations regarding optimal formative assessment strategies for learning in K-12 students. © 2024 Elsevier B.V., All rights reserved.
dc.description.ia_keywordformative, assessment, learning, meta, analyses, effects, evidence
dc.formatPDF
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/6958
dc.language.isoen
dc.publisherMultidisciplinary Digital Publishing Institute (MDPI)
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.sourceSustainability (Switzerland)
dc.subject.ia_odsODS 4: Educación de calidad
dc.subject.ia_oecd1nCiencias Sociales
dc.subject.ia_oecd2nEducación
dc.subject.ia_oecd3nEducación General
dc.type.driverinfo:eu-repo/semantics/article
dc.type.driverhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.type.openaireinfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
oaire.citationEdition2024
oaire.citationIssue17
oaire.citationTitleSustainability (Switzerland)
oaire.citationVolume16
oaire.fundingReferenceFCT Portugal UID04045/2020
oaire.fundingReferenceANID FONDECYT 1230609 (Regular)
oaire.licenseConditionObra bajo licencia Creative Commons Atribución 4.0 Internacional
oaire.licenseCondition.urihttps://creativecommons.org/licenses/by/4.0/
oaire.resourceTypeArtículo de revisión
oaire.resourceType.enReview
uct.catalogadorjvu
uct.comunidadDesarrollo e Innovación Docenteen_US
uct.departamentoDepartamento Educación e Innovación
uct.facultadFacultad de Educación
uct.indizacionScience Citation Index Expanded - SCIE
uct.indizacionScopus
uct.indizacionSocial Sciences Citation Index - SSCI
uct.indizacionPubMed Central (PMC)
uct.indizacionDOAJ
uct.indizacionEi Compendex
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