Formative assessment literacy: a systematic review.
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| Title: | Formative assessment literacy: a systematic review. |
|---|---|
| Authors: | Lei, Wanrong1 leiwanrong001@126.com, Lei, Zhibin1 leiluke001@gmail.com |
| Source: | Language Testing in Asia. 1/2/2026, Vol. 16 Issue 1, p1-18. 18p. |
| Subject Terms: | *Formative tests, *Teacher development |
| Abstract: | Formative assessment literacy (FAL) has emerged as a critical component of teachers' professional competence, yet its conceptual boundaries, theoretical underpinnings, and development pathways remain underexplored. This systematic review analyzes 20 peer-reviewed studies retrieved from three major databases, focusing on research trends, conceptual and theoretical frameworks, and professional development interventions. Findings show that FAL research is still emerging, with most studies concentrated in Asian contexts and in-service language teachers. Definitions vary considerably, often drawing on assessment literacy or formative assessment traditions, reflecting the construct's complexity and lack of consensus. Commonly identified dimensions encompass conceptual, practical and socio-emotional aspects. All six intervention studies report gains in teachers' knowledge, beliefs, practices, and self-efficacy in FA, particularly when interventions include instruction on its conceptual foundations, classroom application, and peer or self-assessment activities. The review underscores the need for clearer conceptualization, context-sensitive and sustained professional development, and more methodologically robust research designs, offering directions for advancing FAL research. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Testing in Asia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191207448 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Formative assessment literacy: a systematic review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lei%2C+Wanrong%22">Lei, Wanrong</searchLink><relatesTo>1</relatesTo><i> leiwanrong001@126.com</i><br /><searchLink fieldCode="AR" term="%22Lei%2C+Zhibin%22">Lei, Zhibin</searchLink><relatesTo>1</relatesTo><i> leiluke001@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Testing+in+Asia%22">Language Testing in Asia</searchLink>. 1/2/2026, Vol. 16 Issue 1, p1-18. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Formative+tests%22">Formative tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Formative assessment literacy (FAL) has emerged as a critical component of teachers' professional competence, yet its conceptual boundaries, theoretical underpinnings, and development pathways remain underexplored. This systematic review analyzes 20 peer-reviewed studies retrieved from three major databases, focusing on research trends, conceptual and theoretical frameworks, and professional development interventions. Findings show that FAL research is still emerging, with most studies concentrated in Asian contexts and in-service language teachers. Definitions vary considerably, often drawing on assessment literacy or formative assessment traditions, reflecting the construct's complexity and lack of consensus. Commonly identified dimensions encompass conceptual, practical and socio-emotional aspects. All six intervention studies report gains in teachers' knowledge, beliefs, practices, and self-efficacy in FA, particularly when interventions include instruction on its conceptual foundations, classroom application, and peer or self-assessment activities. The review underscores the need for clearer conceptualization, context-sensitive and sustained professional development, and more methodologically robust research designs, offering directions for advancing FAL research. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language Testing in Asia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191207448 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1186/s40468-025-00418-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 1 Subjects: – SubjectFull: Formative tests Type: general – SubjectFull: Teacher development Type: general Titles: – TitleFull: Formative assessment literacy: a systematic review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lei, Wanrong – PersonEntity: Name: NameFull: Lei, Zhibin IsPartOfRelationships: – BibEntity: Dates: – D: 02 M: 01 Text: 1/2/2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 22290443 Numbering: – Type: volume Value: 16 – Type: issue Value: 1 Titles: – TitleFull: Language Testing in Asia Type: main |
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