Despite the general consensus on the positive impact of formative assessment on student learning, researchers have not shown the underlying mechanisms between specific formative assessment strategies and academic performance on an international sample. This study examines the link between student and teacher reports of teachers' formative…

This study aimed to identify teachers' perceived challenges in implementing assessment-as-learning (AaL) in classrooms, and evaluate the impact of a one-year professional development programme (PDP) designed for 47 teachers in a Hong Kong primary school to promote AaL implementation. Findings showed that the PDP increased the frequency and…

Both student feedback literacy and self-assessment are crucial for developing self-regulated and lifelong learning in higher education. The relationship between these two concepts is important but as yet understudied. Using self-assessment to develop students' feedback literacy has been mentioned in relevant literature, but how feedback literacy…

Social contagion has been documented across various domains. However, this phenomenon has not been explored in relation to formative assessment in schools. This study examines the social contagion of school teachers' formative assessment practices and self-efficacy. A sample of 296 teachers from 12 Hong Kong primary and secondary schools…

A significant challenge in studying formative assessment is the lack of suitable instruments for assessing teachers' formative assessment practices. This paper reports the development of the Teacher Formative Assessment Practice Scale (TFAPS) and its psychometric properties based on two samples of primary and secondary school teachers: one from…

Teachers are playing crucial roles in the implementation of formative assessment, which has been widely recognised as a valuable strategy in enhancing students' learning outcomes. However, systematic analysis on factors that might facilitate or hinder teachers' intentions and implementations regarding formative assessment is scarce. This review…

Students are the central agent in self-assessment; therefore, their perceptions are crucial for successful self-assessment. Despite the increasing number of empirical studies exploring how students perceive self-assessment, systematic reviews synthesising students' perceptions of self-assessment and relating them to self-assessment implementation…

Based on the self-system processes model of motivation, we explored the mediating role of academic self-concept in the relationship between perseverance of effort and self-assessment. The results showed that perseverance of effort has a positive but not statistically significant association with self-assessment when controlling academic…

It has been suggested for many years that students who are able to judge their own performance should do well in academic assessments. Despite the increasing number of empirical studies investigating the effect of self-assessment on academic performance, there has not been a recent synthesis of findings in the higher education context. The current…

Online peer assessment (OPA) has been increasingly adopted to develop students' higher-order thinking (HOT). However, there has not been a synthesis of research findings on its effects. To fill this gap, 17 papers (published from 2000 to 2022) that reported either a comparison between a group using OPA (n = 7; k = 22) and a control group or a…

Successful implementation of formative assessment in classrooms relies on teachers' formative assessment literacy, which is typically supported by professional development programs. This study reports on the impact of a professional development program on a group of in-service primary teachers in Hong Kong. The authors investigated the…

This study investigates the relationship between students' attitudes towards formative assessment and summative assessment and aims to enrich the understanding of formative and summative assessment from the students' perspective. A total of 3,019 Hong Kong primary school students responded to a newly developed instrument. Overall, students…

The self-system model of motivational development was used in this study to examine whether and how student motivation and self-assessment practices--as psychological and behavioural mechanisms, respectively--link need-supportive teaching to students' objective achievement scores in English language learning. We applied a multilevel mediation…

Self-assessment is a fundamental skill for professionals because self-assessment can promote self-regulated learning and professional development. However, studies reporting the use of self-assessment instruments in the professional training context are scarce. This study aimed to re-evaluate the psychometric properties of the Self-assessment…

We investigated the relationship between the scores assigned by an Automated Essay Scoring (AES) system, the Intelligent Essay Assessor (IEA), and grades allocated by trained, professional human raters to English essay writing by instigating two procedures novel to written-language assessment: the logistic transformation of AES raw scores into…