THE EFFECTIVENESS OF FORMATIVE ASSESSMENT IN K-12 EDUCATION: A SYSTEMATIC REVIEW
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Abstract
This systematic review investigates the effectiveness of formative assessment in K-12 education, focusing on its impact on student learning outcomes, teacher practices, and classroom environments. Formative assessment, a process that involves the ongoing evaluation of students’ progress during instruction, is widely recognized as a key component of effective teaching and learning. The review synthesizes studies published in the last two decades, examining various formative assessment techniques, such as quizzes, peer assessments, self-assessments, and feedback sessions, and their effects on academic achievement, motivation, and engagement. Additionally, the review explores how formative assessment practices influence teacher decision-making, instructional adjustments, and the overall learning environment. The findings indicate that formative assessment, when implemented consistently and effectively, can lead to significant improvements in student performance, foster a growth mindset, and enhance teacher-student interactions. However, challenges such as time constraints, lack of training, and the need for alignment with curriculum standards are also identified. The review concludes by suggesting strategies for overcoming these challenges and recommendations for integrating formative assessment into K-12 education to optimize teaching and learning outcomes.
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