Enhancing Student Learning Outcomes through Formative Assessment: A Systematic Literature Review
DOI:
https://doi.org/10.23887/mi.v29i3.89840Keywords:
Formative Assessment, Learning Outcomes, Feedback, PRISMAAbstract
The challenge of low student learning outcomes and the limitations in motivating their active involvement in learning remains a significant issue in various educational contexts. This study aims to analyze the effectiveness of formative assessment as an approach to improving student learning outcomes across different educational levels. The method used is a Systematic Literature Review (SLR) with the PRISMA framework, encompassing the analysis of 30 relevant articles from primary education to higher education. Data collection was conducted by identifying and categorizing relevant articles, then analyzing findings related to the impact of formative assessment on student learning. Data analysis was performed through synthesizing key findings from the studies analyzed. The results of the study show that formative assessment significantly contributes to improving students' understanding of the learning material, promoting critical thinking skills, increasing learning motivation, and enhancing students' active engagement in the learning process. Additionally, the study highlights the crucial role of teachers in providing relevant and constructive feedback. Challenges in implementing formative assessment include high teacher workloads, limited training, and inadequate technology support. The conclusion of this study is that formative assessment can be a highly effective tool for improving the quality of learning when supported by adequate teacher training, the development of technology infrastructure, and better integration into the curriculum.
References
Al-Labibah Furqon, W. M., Ramli, M., & Atmoko, A. (2024). Contribution of Learning Interest, Self-Efficacy, Peer Support and Learning Motivation to Students’ Learning Independence. Buletin Konseling Inovatif, 4(1 SE-Articles), 61–70. https://doi.org/10.17977/um059v4i12024p61-70.
Arja, S. B., Acharya, Y., Alezaireg, S., Ilavarasan, V., Ala, S., & Arja, S. B. (2018). Implementation of formative assessment and its effectiveness in undergraduate medical education: An experience at a Caribbean medical school. MedEdPublish, 7. https://doi.org/10.15694/mep.2018.0000131.1.
Babkova, O., & Poliuga, S. I. (2023). Features of formative assessment of students’ educational achievements in online lessons. Naukovì Zapiski, 208, 73–78. https://doi.org/10.36550/2415-7988- 2023-1-208-73-78.
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.
Chi Hyun, C., Martinus Tukiran, Laksmi Mayesti Wijayanti, Masduki Asbari, Agus Purwanto, & Priyono Budi Santoso. (2020). Piaget versus Vygotsky: Implikasi Pendidikan antara Persamaan dan Perbedaan. Journal of Engineering and Management Science Research (JIEMAR), 1(2), 286–293.
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3984748.
Clinchot, M., Ngai, C., Huie, R., Talanquer, V., Lambertz, J., Banks, G., Weinrich, M. L., Lewis, R., Pelletier, P., & Sevian, H. (2017). Better Formative Assessment. The Science Teacher, 84(3).
https://doi.org/10.2505/4/tst17_084_03_69.
Dang, V. K., Nguyen, T. D., Dao, N. H., Duong, T. L., Dinh, X. V, & Weber, C. (2021). Land subsidence induced by underground coal mining at Quang Ninh, Vietnam: persistent scatterer interferometric synthetic aperture radar observation using Sentinel-1 data. International Journal of Remote Sensing, 49(9), 3563–3582. https://doi.org/10.1080/01431161.2021.1875513.
Evans, D. J. R., Zeun, P., & Stanier, R. A. (2014). Motivating student learning using a formative assessment journey. Journal of Anatomy, 224(3), 296–303. https://doi.org/10.1111/joa.12117.
Gaspersz, M., & Suranto, A. W. (2023). Model evaluasi formatif-sumatif terhadap hasil belajar matematika melalui pembelajaran berdiferensiasi pada peserta didik SMA. Jurnal Magister Pendidikan Matematika, 5(1), 1–7. https://doi.org/10.30598/jumadikavol5iss1year2023page1-7.
Halimah, N., Nofitri, F., & Fitria, Y. (2023). Pengaruh Penilaian Formatif Berbasis Quizizz terhadap Hasil Belajar Siswa. Jurnal Basicedu, 7(1), 376–382. https://doi.org/10.31004/basicedu.v7i1.4571.
Hanim, W., Surbakti, A., & Hardjo, S. (2022). Hubungan Efikasi Diri Dan Kecerdasan Emosionaldengan Kecemasan Dalam Praktek Kerjaindustri Pada Siswa Smk Negeri 1 gunung Meriah. Journal of Education, Humaniora and Social Sciences (JEHSS), 5, 537–544.
https://doi.org/10.34007/jehss.v5i1.1250.
Hasanah, U., Edwita, & Ahmad Januar. (2021). Pendampingan Guru Mengembangkan Assesment Kompetensi Minimum (Akm) Berorientasi Pisa Untuk Meningkatkan Kualitas Hasil Pembelajaran Di Sekolah Dasar Wilayah Kabupaten Bogor. Jurnal Abadimas Adi Buana, 5(01), 90–99.
https://doi.org/10.36456/abadimas.v5.i01.a3634.
Hwang, G.-J., & Chang, H.-F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computer Education, 56(4), 1023–1031. https://doi.org/10.1016/j.compedu.2010.12.002.
Kausar, F. N. (2022). Relationship between formative assessment techniques, students’ learning, and academic achievement at university level. Pakistan Languages and Humanities Review, 6(3), 309–319. https://doi.org/10.47205/plhr.2022(6-iii)26.
Khursheed, S., & Shahid, M. (2023). To analyze the impact of formative assessment in fostering the students learning competencies. Voyage Journal of Educational Studies, 3(1), 184–206.
https://doi.org/10.58622/vjes.v3i1.40.
Kitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. EBSE Technical Report.
Kumar, S. R., & Moral, C. S. (2022). Formative Assessment Tools for Effective Classroom. I-Manager’s Journal on School Educational Technology, 17(4), 1. https://doi.org/110.26634/jsch.17.4.18926.
Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L., Rikers, R., & Loyens, S. (2021). Formative assessment as practice: The role of students’ motivation. Assessment & Evaluation in Higher Education, 46(2), 236–255. https://doi.org/10.1080/02602938.2020.1765228.
Magdalena, I., Andreani, M. G., Nurhasanah, S., & Ushaybiah, Z. M. (2023). Dampak penilaian untuk pembelajaran terhadap motivasi dan keterlibatan siswa. Jurnal Riset Pendidikan Dan Pengajaran, 2(1), 104–111. https://doi.org/10.55047/jrpp.v2i1.450.
McCallum, S., & Milner, M. M. (2021). The effectiveness of formative assessment: student views and staff reflections. Assessment & Evaluation in Higher Education, 46(1), 1–16.
https://doi.org/10.1080/02602938.2020.1754761.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLOS Medicine, 6(7), e1000097.
https://doi.org/10.7326/0003-4819-151-4-200908180-00135.
Montaño Oñate, A. Y., Molina, J.-L., Noriega Borja, L. C., Domínguez Ojeda, D. J., & Díaz Carpio, J. J. (2024). Theoretical conceptions about formative assessment as a teaching tool to transform educational quality. International Journal of Religion. https://doi.org/10.61707/ddn9fc82.
Muktamar, A. (2023). Asesmen dalam Kurikulum Merdeka Perspektif Pendidikan Agama Islam. Indonesian Journal of Innovation Multidisipliner Research, 1(3), 197–211.
https://doi.org/10.31004/ijim.v1i3.20.
Mustika Sari, S., & Saadah, H. (2022). The learning impact of the online formative assessment system (OFAs) for undergraduate medical students. Acta Medical and Health Sciences, 1(2), 71–78.
https://doi.org/10.35990/amhs.v1n2.p71-78.
Nalasari, K. A., Suarni, N. K., & Wibawa, I. M. C. (2021). Pengembangan bahan ajar berbasis web google sites pada tema 9 subtema pemanfaatan kekayaan alam di Indonesia untuk siswa kelas IV sekolah dasar. Jurnal Teknologi Pembelajaran Indonesia, 11(2), 135–146.
https://doi.org/10.23887/jurnal_tp.v11i2.658.
Ngo Van, T. (2021). Effects of computer-based feedback and formative assessment on learning outcomes. Can Tho University, Journal of Science, 13(1), 66–70. https://doi.org/10.22144/ctu.jen.2021.008.
Nikolaevna Shapovalova, O., & Efremova, N. (2020). Formative assessment as a technique to develop schoolchildren’s educational autonomy. Pedagogy Theory & Practice, 5(1), 1–8.
https://doi.org/10.30853/pedagogy.2020.1.1.
Obro, S., & Gift, E. O. (2022). Lecture method recoil: Effect of formative assessment and simulation activities on the learning outcomes of social studies students. Journal for Educators, Teachers and Trainers, 13(2), 174 –182. https://doi.org/10.47750/jett.2022.13.02.016.
Ramos dos Santos, I. T., Brito Barreto, D. A., & Carvalho de Oliveira Soares, C. V. (2021). Formative assessment in the classroom: The dialogue between teachers and students. Journal of Research and Knowledge Spreading, 1(1), e11483–e11483. https://doi.org/10.20952/jrks1111483.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.
Sanchez-Lopez, E., Kasongo, J. K., Gonzalez-Sanchez, A. F., & Mostrady, A. (2023). Implementation of formative assessment in engineering education. Acta Pedagogia Asiana, 2(1), 43–53. https://doi.org/10.53623/apga.v2i1.154.
Saraswati, N., Dwidiyanti, M., Santoso, A., & Wijayanti, D. Y. (2021). Hubungan Efikasi Diri dengan Kecemasan Menyusun Skripsi pada Mahasiswa Keperawatan. Holistic Nursing and Health Science, 4(1), 1–7. https://doi.org/10.14710/hnhs.4.1.2021.1-7.
Savinykh, G. (2022). Formative assessment as a component of internal education quality assessment systems. Education and Self Development. https://doi.org/10.26907/esd.17.4.11.
See, B. H., Gorard, S., Lu, B., Dong, L., & Siddiqui, N. (2022). Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools. Research Papers in Education, 37(6), 1064–1096.
https://doi.org/10.1080/02671522.2021.1907778.
Siregar, Z., & Marpaung, T. B. (2020). Pemanfaatan Teknologi Informasi dan Komunikasi (TIK) Dalam Pembelajaran di Sekolah. BEST Journal (Biology Education, Sains and Technology), 3(1), 61–69. https://doi.org/10.30743/best.v3i1.2437.
Soares, D., Lopes, B., Abrantes, I., & Watts, M. (2021). The initial training of science teachers in African countries: A systematic literature review. Sustainability (Switzerland), 13(10), 1–17.
https://doi.org/10.3390/su13105459.
Staunton, M., & Dann, C. E. (2016). Formative assessment: Improvement, immediacy, and the edge for learning. International Journal of Pedagogies and Learning, 11(1), 22–34.
https://doi.org/10.1080/22040552.2016.1187647.
Syaifuddin, A. (2024). Efektifitas Socrative untuk Assesmen Diagnostik Gaya Belajar Siswa Madrasah Ibtidaiyah. Edu Journal Innovation in Learning and Education, 2(1), 14–24.
https://doi.org/10.55352/edu.v2i1.915.
Voinea, L. (2018). Formative assessment as assessment for learning development. Journal of Pedagogy, 66(1), 7–23. https://doi.org/10.26755/revped/2018.1/7.
Vonderwell, S., & Boboc, M. (2013). Promoting formative assessment in online teaching and learning. TechTrends, 57, 22–27. https://doi.org/10.1007/S11528-013-0673-X.
Weldmeskel, F. M., & Dreyer, J. M. (2016). The impact of formative assessment on self- regulating learning in university classrooms. Tuning Journal for Higher Education, 4(1), 99–118.
https://doi.org/10.18543/TJHE-4(1)-2016PP99-118.
Wertsch, J. V. (1979). From social interaction to higher psychological processes a clarification and application of vygotsky’s theory. Human Development, 22(1), 1–22.
https://doi.org/10.1159/000272425.
Wilkinson, D. (2024). Formative assessment activities that engage students and support success. Journal of Higher Education, Theory, and Practice, 24(1). https://doi.org/10.33423/jhetp.v24i1.6774.
Xiao, Y. (2017). Formative assessment in a test-dominated context: How test practice can become more productive. Language Assessment Quarterly, 14(4), 295–311.
https://doi.org/10.1080/15434303.2017.1347789.
Yan, L., & Singh, C. K. S. (2022). Review of formative assessment practices: Primary evidence on relationship with self-efficacy and self-esteem. World Journal of English Language, 12(8).
https://doi.org/10.5430/wjel.v12n8p49.
Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228–260.
https://doi.org/10.1080/0969594X.2021.1884042.
Yuliani, R. E., & Heru. (2021). E-Course Design of Middle/MTs Teacher Training Using Google Classroom. International Journal of Elementary Education, 5(3), 350–358.
Zelenska, O., Kondra, O., & Galaidin, A. (2022). Formative assessment as effective classroom practice. Scientific Journal of Polonia University, 50(1), 151–155. https://doi.org/10.23856/5018.
Zhao, J., Hwang, G.-J., Chang, S.-C., Yang, Q., & Nokkaew, A. (2021). Effects of gamified interactive e-books on students’ flipped learning performance, motivation, and meta-cognition tendency in a mathematics course. Educational Technology Research and Development, 69(6), 3255–3280.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Luthfi Ilham Ramdhani, Dinny Devi Triana, Faisal Madani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
