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Zubillaga Olague, MaiteAuthorCañadas Martin, LauraAuthorManso Ayuso, JesusAuthor

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Review

Formative assessment processes in elementary education. A Systematic review

Publicated to:REVISTA DE EDUCACION (408): 206-227 - 2025-04-01 (408), DOI: 10.4438/1988-592X-RE-2025-408-678

Authors: Zubillaga-Olague, Maite; Canadas, Laura; Manso, Jesus

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Abstract

The growing interest in formative assessment requires a systematic analysis of the key elements of the research developed in recent years. Existing literature reviews focus on the factors influencing formative assessment but do not deal with the perceived benefits used or the strategies employed. Thus, this review aims to answer the following questions: (i) What are the benefits perceived by elementary school teachers regarding the use of formative assessment in classroom practice; (ii) What are the factors that influence teachers' intentions to use formative assessment processes in the classroom; (iii) What are the most frequently used formative assessment strategies in the classroom by the teachers and how are they used? A systematic review of the last five years was carried out in WOS, SCOPUS, ERIC and Psychinfo following the PRISMA statement. After applying the inclusion criteria, 36 studies were analyzed. The results show that teachers per-ceive benefits of assessment processes associated with 10 variables related to process improvement, learning regulation or teaching improvement. Moreover, the factors that influence their intention to apply them are personal, interaction with others and contextual. Finally, the most used strategies are providing feedback, involving students in the evaluation, shar-ing evaluation objectives and criteria, and asking questions. Therefore, this study contributes to systematize the research carried out in relation to formative assessment processes, opening a door to the generation of new lines of research and the application of concrete actions in educational practice.

Keywords

BenefitsElementary educationFormative assessmentStrategieStrategiesTeachers

Quality index

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-05-28:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 1 (PlumX).

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (Zubillaga-Olague, Maite) and Last Author (Manso, Jesús).

the author responsible for correspondence tasks has been Zubillaga-Olague, Maite.