Research graph
References from What is meant by formative assessment? A review analysis of the most cited journal articles and their relevance to inclusive education. Local targets link to admitted publications; unresolved targets remain external evidence.
Integrating educational theories with virtual reality: enhancing engineering education and VR laboratories
10.1016/j.ssaho.2024.101207 · 2024 · External reference
International perspectives and trends in research on inclusive education: a systematic review
10.1080/13603116.2018.1445304 · 2019 · External reference
The impact of formative assessment on student achievement: a study of the effects of changes to classroom practice after a comprehensive professional development programme
10.1016/j.learninstruc.2016.12.006 · 2017 · External reference
A call for radical over reductionist approaches to ‘inclusive’ reform in neoliberal times: an analysis of position statements in the United States
10.1080/13603116.2020.1858978 · 2023 · External reference
Technology-enhanced formative assessment: a research-based pedagogy for teaching science with classroom response technology
10.1007/s10956-008-9140-4 · 2009 · External reference
Cognitively based assessment of, for, and as learning (CBAL): a preliminary theory of action for summative and formative assessment
10.1080/15366367.2010.508686 · 2010 · External reference
Formative assessment: a critical review
10.1080/0969594x.2010.513678 · 2011 · External reference
A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic
10.1038/s41562-022-01506-4 · 2023 · External reference
International trends in the implementation of assessment for learning: implications for policy and practice
10.1177/1478210314566733 · 2015 · External reference
Formative assessment – an optimistic but incomplete vision
10.1080/0969594x.2014.999643 · 2015 · External reference
Learning how to learn and assessment for learning: a theoretical inquiry
10.1080/02671520600615612 · 2006 · External reference
Inside the black box: raising standards through classroom assessment
10.1177/003172171009200119 · 1998 · External reference
Developing the theory of formative assessment
10.1007/s11092-008-9068-5 · 2009 · External reference
Inside the black box: raising standards through classroom Assessment
10.1177/003172171009200119 · 2010 · External reference
Prospects for the implementation of assessment for learning.
10.1080/0969594042000333904 · 2005 · External reference
A coefficient of agreement for nominal scales
10.1177/001316446002000104 · 1960 · External reference
Embedded formative assessment and classroom process quality: how do they interact in promoting science understanding?
10.3102/0002831215596412 · 2015 · External reference
Characterizing the formative assessment enactment of experienced science teachers
10.1002/sce.21559 · 2020 · External reference
Formative and summative assessment in the classroom
10.1080/00405841.2016.1148989 · 2016 · External reference
A critical review of research on formative assessment: the limited scientific evidence of the impact of formative assessment in education
10.7275/jg4h-rb87 · 2009 · External reference
The effects of a digital formative assessment tool on mathematics achievement and student motivation: results of a randomized experiment
10.1016/j.compedu.2016.12.001 · 2017 · External reference
Promoting sustainable social emotional learning at school through relationship-centered learning environment, teaching methods and formative assessment
10.2478/jtes-2020-0003 · 2020 · External reference
10.4324/9781315099699
10.4324/9781315099699 · 2018 · External reference
Inclusive pedagogy in action: getting it right for every child
10.1080/13603116.2017.1412513 · 2018 · External reference
Mathematics instruction for students with learning disabilities: a meta-analysis of instructional components
10.3102/0034654309334431 · 2009 · External reference
Formative assessment and writing: a meta-analysis
10.1086/681947 · 2015 · External reference
A case study of a formative assessment practice and the effects on students’ self-regulated learning
10.1016/j.stueduc.2020.100955 · 2021 · External reference
Teachers’ summative practices and assessment for learning – tensions and synergies
10.1080/09585170500136093 · 2005 · External reference
Unresolved reference
2009 · External reference
From evidence to action: a seamless process in formative assessment?
10.1111/j.1745-3992.2009.00151.x · 2009 · External reference
Mapping research on inclusive education since salamanca statement: a bibliometric review of the literature over 25 years
10.1080/13603116.2020.1747555 · 2022 · External reference
Challenges and opportunities for classroom-based formative assessment and AI: a perspective article
10.3389/feduc.2023.1270700 · 2023 · External reference
Explicit instruction: historical and contemporary contexts
10.1111/ldrp.12142 · 2017 · External reference
A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students
10.1016/j.compedu.2010.12.002 · 2011 · External reference
A systematic review of the mental health changes of children and young people before and during the COVID-19 pandemic
10.1007/s00787-022-02060-0 · 2023 · External reference
Formative assessment: a meta-analysis and a call for research
10.1111/j.1745-3992.2011.00220.x · 2011 · External reference
A quasi-experimental evaluation of an on-line formative assessment and tutoring system
10.2190/ec.43.4.d · 2010 · External reference
Inclusive education for all: principles of a shared inclusive ethos
10.1111/ejed.12560 · 2023 · External reference
‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature
10.1080/0309877x.2014.984600 · 2016 · External reference
The effectiveness and features of formative assessment in US K-12 education: a systematic review
10.1080/08957347.2020.1732383 · 2020 · External reference
Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong
10.1016/j.jslw.2012.11.003 · 2013 · External reference
The next black box of formative assessment: a model of the internal mechanisms of feedback processing
10.3389/feduc.2022.751548 · 2022 · External reference
Effects of a computer-assisted formative assessment intervention based on multiple-tier diagnostic items and different feedback types
10.1016/j.compedu.2015.12.002 · 2016 · External reference
How teachers engage with assessment for learning: lessons from the classroom
10.1080/02671520600615638 · 2006 · External reference
Inkluzívne vzdelávanie ako výzva ku komplexnej spoločenskej a politickej zmene
10.31577/sociologia.2024.56.5.18 · 2024 · External reference
10.4324/9780429401923
10.4324/9780429401923 · 2020 · External reference
Dual-language books as an emergent-literacy resource: culturally and linguistically responsive teaching and learning
10.1177/1468798412442886 · 2013 · External reference
Implementing formative assessment in primary physical education: teacher perspectives and experiences
10.1080/17408989.2012.666787 · 2013 · External reference
What is meant by inclusion? An analysis of European and north American journal articles with high impact
10.1080/08856257.2017.1295638 · 2017 · External reference
Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going
10.1007/s13384-018-0258-y · 2018 · External reference
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement
10.1007/s10212-018-0407-8 · 2019 · External reference
Unresolved reference
2018 · External reference
A socio-cultural theorisation of formative assessment
10.1080/03054980701476386 · 2008 · External reference
Formative assessment in mathematics: mediated by feedback’s perceived usefulness and students’ self-efficacy
10.1016/j.learninstruc.2018.01.004 · 2019 · External reference
Principles of instruction: research-based strategies that all teachers should know
2012 · External reference
Informal formative assessment: the role of instructional dialogues in assessing students’ learning
10.1016/j.stueduc.2011.04.003 · 2011 · External reference
Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry
10.1002/tea.20163 · 2007 · External reference
Formative assessment: a systematic review of critical teacher prerequisites for classroom practice
10.1016/j.ijer.2020.101602 · 2020 · External reference
On the question of educational purpose: complex educational systems analysis for inclusion
10.1080/13603116.2019.1698062 · 2022 · External reference
Is technology always helpful?: a critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools
10.1080/02671522.2021.1907778 · 2022 · External reference
Assessing the inter-rater reliability for nominal, categorical and ordinal data in medical sciences
2020 · External reference
On the impact of curriculum-embedded formative assessment on learning: a collaboration between curriculum and assessment developers
10.1080/08957340802347647 · 2008 · External reference
Using learning and motivation theories to coherently link formative assessment, grading practices, and large-scale assessment
10.1111/emip.12189 · 2018 · External reference
Focus on formative feedback
10.3102/0034654307313795 · 2008 · External reference
Belonging in an age of exclusion
10.1080/13603116.2019.1602366 · 2019 · External reference
A systematic review of meta-analyses on the impact of formative assessment on K-12 Students’ learning: toward sustainable quality education
10.3390/su16177826 · 2024 · External reference
Technology enhanced formative assessment for 21st century learning
2016 · External reference
From formative assessment to assessment for learning: a path to success in standards-based schools
10.1177/003172170508700414 · 2005 · External reference
Getting to the heart of authentic assessment for learning
10.1080/0969594x.2011.582838 · 2011 · External reference
Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions
10.1016/j.compedu.2020.103998 · 2020 · External reference
Assessment—summative and formative—some theoretical reflections
10.1111/j.1467-8527.2005.00307.x · 2005 · External reference
The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment
10.1016/j.compedu.2014.10.013 · 2015 · External reference
Inclusive education in the Czech republic: a scoping review of a paradigm shift
10.1111/ejed.12558 · 2023 · External reference
Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics
10.1016/j.tate.2019.06.010 · 2019 · External reference
Peer assessment for learning from a social perspective: the influence of interpersonal variables and structural features
10.1016/j.edurev.2008.11.002 · 2009 · External reference
The application domains of systematic mapping studies: a mapping study of the first decade of practice with the method
10.1109/access.2022.3165079 · 2022 · External reference
Culturally responsive assessment: provisional principles
10.1002/ets2.12374 · 2023 · External reference
Web-based quiz-game-like formative assessment: development and evaluation
10.1016/j.compedu.2007.11.011 · 2008 · External reference
What is assessment for learning?
10.1016/j.stueduc.2011.03.001 · 2011 · External reference
Assessment for learning in the Hong Kong assessment reform: a case of policy borrowing
10.1016/j.stueduc.2021.100985 · 2021 · External reference
Primary teachers’ attitudes, intentions and practices regarding formative assessment
10.1016/j.tate.2014.10.002 · 2015 · External reference
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment
10.1080/0969594x.2021.1884042 · 2021 · External reference
The impact of formative assessment on K-12 learning: a meta-analysis
10.1080/13803611.2024.2363831 · 2024 · External reference
The role of gamified e-quizzes on student learning and engagement: an interactive gamification solution for a formative assessment system
10.1016/j.compedu.2019.103729 · 2020 · External reference
Culturally and linguistically responsive teaching in practice: a case study of a fourth-grade mainstream classroom teacher
10.1177/002205741719700105 · 2017 · External reference
The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing
10.1016/j.compedu.2019.103668 · 2020 · External reference
Culturally responsive assessment: provisional principles
10.1002/ets2.12374 · ExternalCitation · doi-reference
Characterizing the formative assessment enactment of experienced science teachers
10.1002/sce.21559 · ExternalCitation · doi-reference
Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry
10.1002/tea.20163 · ExternalCitation · doi-reference
A systematic review of the mental health changes of children and young people before and during the COVID-19 pandemic
10.1007/s00787-022-02060-0 · ExternalCitation · doi-reference
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement
10.1007/s10212-018-0407-8 · ExternalCitation · doi-reference
Technology-enhanced formative assessment: a research-based pedagogy for teaching science with classroom response technology
10.1007/s10956-008-9140-4 · ExternalCitation · doi-reference
Developing the theory of formative assessment
10.1007/s11092-008-9068-5 · ExternalCitation · doi-reference
Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going
10.1007/s13384-018-0258-y · ExternalCitation · doi-reference
Web-based quiz-game-like formative assessment: development and evaluation
10.1016/j.compedu.2007.11.011 · ExternalCitation · doi-reference
A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students
10.1016/j.compedu.2010.12.002 · ExternalCitation · doi-reference
The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment
10.1016/j.compedu.2014.10.013 · ExternalCitation · doi-reference
Effects of a computer-assisted formative assessment intervention based on multiple-tier diagnostic items and different feedback types
10.1016/j.compedu.2015.12.002 · ExternalCitation · doi-reference
The effects of a digital formative assessment tool on mathematics achievement and student motivation: results of a randomized experiment
10.1016/j.compedu.2016.12.001 · ExternalCitation · doi-reference
The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing
10.1016/j.compedu.2019.103668 · ExternalCitation · doi-reference
The role of gamified e-quizzes on student learning and engagement: an interactive gamification solution for a formative assessment system
10.1016/j.compedu.2019.103729 · ExternalCitation · doi-reference
Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions
10.1016/j.compedu.2020.103998 · ExternalCitation · doi-reference
Peer assessment for learning from a social perspective: the influence of interpersonal variables and structural features
10.1016/j.edurev.2008.11.002 · ExternalCitation · doi-reference
Formative assessment: a systematic review of critical teacher prerequisites for classroom practice
10.1016/j.ijer.2020.101602 · ExternalCitation · doi-reference
Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong
10.1016/j.jslw.2012.11.003 · ExternalCitation · doi-reference
The impact of formative assessment on student achievement: a study of the effects of changes to classroom practice after a comprehensive professional development programme
10.1016/j.learninstruc.2016.12.006 · ExternalCitation · doi-reference
Formative assessment in mathematics: mediated by feedback’s perceived usefulness and students’ self-efficacy
10.1016/j.learninstruc.2018.01.004 · ExternalCitation · doi-reference
Integrating educational theories with virtual reality: enhancing engineering education and VR laboratories
10.1016/j.ssaho.2024.101207 · ExternalCitation · doi-reference
What is assessment for learning?
10.1016/j.stueduc.2011.03.001 · ExternalCitation · doi-reference
Informal formative assessment: the role of instructional dialogues in assessing students’ learning
10.1016/j.stueduc.2011.04.003 · ExternalCitation · doi-reference
A case study of a formative assessment practice and the effects on students’ self-regulated learning
10.1016/j.stueduc.2020.100955 · ExternalCitation · doi-reference
Assessment for learning in the Hong Kong assessment reform: a case of policy borrowing
10.1016/j.stueduc.2021.100985 · ExternalCitation · doi-reference
Primary teachers’ attitudes, intentions and practices regarding formative assessment
10.1016/j.tate.2014.10.002 · ExternalCitation · doi-reference
Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics
10.1016/j.tate.2019.06.010 · ExternalCitation · doi-reference
A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic
10.1038/s41562-022-01506-4 · ExternalCitation · doi-reference
Formative and summative assessment in the classroom
10.1080/00405841.2016.1148989 · ExternalCitation · doi-reference
Learning how to learn and assessment for learning: a theoretical inquiry
10.1080/02671520600615612 · ExternalCitation · doi-reference
How teachers engage with assessment for learning: lessons from the classroom
10.1080/02671520600615638 · ExternalCitation · doi-reference
Is technology always helpful?: a critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools
10.1080/02671522.2021.1907778 · ExternalCitation · doi-reference
A socio-cultural theorisation of formative assessment
10.1080/03054980701476386 · ExternalCitation · doi-reference
‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature
10.1080/0309877x.2014.984600 · ExternalCitation · doi-reference
What is meant by inclusion? An analysis of European and north American journal articles with high impact
10.1080/08856257.2017.1295638 · ExternalCitation · doi-reference
On the impact of curriculum-embedded formative assessment on learning: a collaboration between curriculum and assessment developers
10.1080/08957340802347647 · ExternalCitation · doi-reference
The effectiveness and features of formative assessment in US K-12 education: a systematic review
10.1080/08957347.2020.1732383 · ExternalCitation · doi-reference
Teachers’ summative practices and assessment for learning – tensions and synergies
10.1080/09585170500136093 · ExternalCitation · doi-reference
Prospects for the implementation of assessment for learning.
10.1080/0969594042000333904 · ExternalCitation · doi-reference
Formative assessment: a critical review
10.1080/0969594x.2010.513678 · ExternalCitation · doi-reference
Getting to the heart of authentic assessment for learning
10.1080/0969594x.2011.582838 · ExternalCitation · doi-reference
Formative assessment – an optimistic but incomplete vision
10.1080/0969594x.2014.999643 · ExternalCitation · doi-reference
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment
10.1080/0969594x.2021.1884042 · ExternalCitation · doi-reference
Inclusive pedagogy in action: getting it right for every child
10.1080/13603116.2017.1412513 · ExternalCitation · doi-reference
International perspectives and trends in research on inclusive education: a systematic review
10.1080/13603116.2018.1445304 · ExternalCitation · doi-reference
Belonging in an age of exclusion
10.1080/13603116.2019.1602366 · ExternalCitation · doi-reference
On the question of educational purpose: complex educational systems analysis for inclusion
10.1080/13603116.2019.1698062 · ExternalCitation · doi-reference
Mapping research on inclusive education since salamanca statement: a bibliometric review of the literature over 25 years
10.1080/13603116.2020.1747555 · ExternalCitation · doi-reference
A call for radical over reductionist approaches to ‘inclusive’ reform in neoliberal times: an analysis of position statements in the United States
10.1080/13603116.2020.1858978 · ExternalCitation · doi-reference
The impact of formative assessment on K-12 learning: a meta-analysis
10.1080/13803611.2024.2363831 · ExternalCitation · doi-reference
Cognitively based assessment of, for, and as learning (CBAL): a preliminary theory of action for summative and formative assessment
10.1080/15366367.2010.508686 · ExternalCitation · doi-reference
Implementing formative assessment in primary physical education: teacher perspectives and experiences
10.1080/17408989.2012.666787 · ExternalCitation · doi-reference
Formative assessment and writing: a meta-analysis
10.1086/681947 · ExternalCitation · doi-reference
The application domains of systematic mapping studies: a mapping study of the first decade of practice with the method
10.1109/access.2022.3165079 · ExternalCitation · doi-reference
Inclusive education in the Czech republic: a scoping review of a paradigm shift
10.1111/ejed.12558 · ExternalCitation · doi-reference
Inclusive education for all: principles of a shared inclusive ethos
10.1111/ejed.12560 · ExternalCitation · doi-reference
Using learning and motivation theories to coherently link formative assessment, grading practices, and large-scale assessment
10.1111/emip.12189 · ExternalCitation · doi-reference
Assessment—summative and formative—some theoretical reflections
10.1111/j.1467-8527.2005.00307.x · ExternalCitation · doi-reference
From evidence to action: a seamless process in formative assessment?
10.1111/j.1745-3992.2009.00151.x · ExternalCitation · doi-reference
Formative assessment: a meta-analysis and a call for research
10.1111/j.1745-3992.2011.00220.x · ExternalCitation · doi-reference
Explicit instruction: historical and contemporary contexts
10.1111/ldrp.12142 · ExternalCitation · doi-reference
A coefficient of agreement for nominal scales
10.1177/001316446002000104 · ExternalCitation · doi-reference
Culturally and linguistically responsive teaching in practice: a case study of a fourth-grade mainstream classroom teacher
10.1177/002205741719700105 · ExternalCitation · doi-reference
From formative assessment to assessment for learning: a path to success in standards-based schools
10.1177/003172170508700414 · ExternalCitation · doi-reference
Inside the black box: raising standards through classroom Assessment
10.1177/003172171009200119 · ExternalCitation · doi-reference
Dual-language books as an emergent-literacy resource: culturally and linguistically responsive teaching and learning
10.1177/1468798412442886 · ExternalCitation · doi-reference
International trends in the implementation of assessment for learning: implications for policy and practice
10.1177/1478210314566733 · ExternalCitation · doi-reference
A quasi-experimental evaluation of an on-line formative assessment and tutoring system
10.2190/ec.43.4.d · ExternalCitation · doi-reference
Promoting sustainable social emotional learning at school through relationship-centered learning environment, teaching methods and formative assessment
10.2478/jtes-2020-0003 · ExternalCitation · doi-reference
Embedded formative assessment and classroom process quality: how do they interact in promoting science understanding?
10.3102/0002831215596412 · ExternalCitation · doi-reference
Focus on formative feedback
10.3102/0034654307313795 · ExternalCitation · doi-reference
Mathematics instruction for students with learning disabilities: a meta-analysis of instructional components
10.3102/0034654309334431 · ExternalCitation · doi-reference
Inkluzívne vzdelávanie ako výzva ku komplexnej spoločenskej a politickej zmene
10.31577/sociologia.2024.56.5.18 · ExternalCitation · doi-reference
The next black box of formative assessment: a model of the internal mechanisms of feedback processing
10.3389/feduc.2022.751548 · ExternalCitation · doi-reference
Challenges and opportunities for classroom-based formative assessment and AI: a perspective article
10.3389/feduc.2023.1270700 · ExternalCitation · doi-reference
A systematic review of meta-analyses on the impact of formative assessment on K-12 Students’ learning: toward sustainable quality education
10.3390/su16177826 · ExternalCitation · doi-reference
10.4324/9780429401923
10.4324/9780429401923 · ExternalCitation · doi-reference
10.4324/9781315099699
10.4324/9781315099699 · ExternalCitation · doi-reference
A critical review of research on formative assessment: the limited scientific evidence of the impact of formative assessment in education
10.7275/jg4h-rb87 · ExternalCitation · doi-reference
