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The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study

Year 2021, , 801 - 817, 04.12.2021
https://doi.org/10.21449/ijate.870300

Abstract

The main purpose of this meta-analysis study is to investigate how formative assessment practices promote student learning in Turkey. 32 studies with 47 effect sizes that met the specified criteria such as using true experimental or quasi-experimental design and measuring learning outcomes were included as the final analysis in the meta-analytical review method. The overall mean effect size of the study was obtained as .72 (SE= .07, p< .05). Further investigation through subgroup analysis showed that the effect sizes made a significant difference on different types of formative feedback. The effect of features of formative assessment interventions on student learning indicated that student initiated formative feedback (d=1.16) and mixed feedback (d=.83) had a large effect, which was followed by a medium effect of adult initiated formative feedback (d=.69) and a small effect of computer initiated formative feedback (d =.42). On the other hand, education level and publication type had no effect on student academic performance in the study. These findings support the positive effect of formative assessment practices on student learning. Such a result suggests that increasing the number of different types of formative assessment practices in the classrooms would promise a considerable contribution to student learning.

References

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The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study

Year 2021, , 801 - 817, 04.12.2021
https://doi.org/10.21449/ijate.870300

Abstract

The main purpose of this meta-analysis study is to investigate how formative assessment practices promote student learning in Turkey. 32 studies with 47 effect sizes that met the specified criteria such as using true experimental or quasi-experimental design and measuring learning outcomes were included as the final analysis in the meta-analytical review method. The overall mean effect size of the study was obtained as .72 (SE= .07, p< .05). Further investigation through subgroup analysis showed that the effect sizes made a significant difference on different types of formative feedback. The effect of features of formative assessment interventions on student learning indicated that student initiated formative feedback (d=1.16) and mixed feedback (d=.83) had a large effect, which was followed by a medium effect of adult initiated formative feedback (d=.69) and a small effect of computer initiated formative feedback (d =.42). On the other hand, education level and publication type had no effect on student academic performance in the study. These findings support the positive effect of formative assessment practices on student learning. Such a result suggests that increasing the number of different types of formative assessment practices in the classrooms would promise a considerable contribution to student learning.

References

  • Andersson, C., & Palm, T. (2017a). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92-102. https://doi.org/10.1016/j.learninstruc.2016.12.006
  • Andersson, C. & Palm, T. (2017b). Characteristics of improved formative assessment practice. Education Inquiry, 8 (2), 104-122. https://doi.org/10.1080/20004508.2016.1275185
  • Andrade, H. (2010). Students as the definite source of formative assessment: Academic self-assessment and the self-regulation of learning. In G. J. Cizek & H. L. Andrade (Eds.), Handbook of formative assessment (pp. 90–105). Routledge Publishing.
  • Andrade, H., & Brookhart, S. M. (2016). The role of classroom assessment in supporting self-regulated learning. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 293–309). Springer Publishing.
  • Başol-Göçmen, G. (2004). Meta-analizin genel bir değerlendirmesi [A general revision of meta-analysis]. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 7, 186–192.
  • Begg, C.B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50, 1088–1101. https://doi.org/10.2307/2533446
  • Bennett, R. E. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5 25. https://doi.org/10.1080/0969594X.2010.513678
  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
  • Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley and Sons Publishing.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school (expanded ed.). National Academy Press.
  • Brookhart, S. M. (2009). Exploring formative assessment. ASCD Publishers.
  • Brookhart, S.M. (2010). Formative assessment strategies for every classroom (2nd ed.). An ASCD Action Tool Publishers.
  • Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245 281. https://doi.org/10.3102/00346543065003245
  • Card, N. A. (2012). Applied meta-analysis for social science research. The Guilford Press.
  • Cauley, K.M. & McMillan, J.H. (2010). Formative assessment techniques to support student motivation and achievement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83 (1), 1-6. https://doi.org/10.1080/00098650903267784
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There are 91 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Pınar Karaman 0000-0002-2218-2701

Publication Date December 4, 2021
Submission Date January 28, 2021
Published in Issue Year 2021

Cite

APA Karaman, P. (2021). The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study. International Journal of Assessment Tools in Education, 8(4), 801-817. https://doi.org/10.21449/ijate.870300

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