Content Analysis of Studies on Formative Assessment

Yıl 2025, Cilt: 10 Sayı: 1, 34 - 55, 15.03.2025

Eyüphan Bahadır , Ceyhun Ozan

https://doi.org/10.29250/sead.1551766

Öz

This study aims to examine the studies published in different databases for formative assessment studies with the descriptive content analysis method, to see the studies conducted in the field as a whole, and to guide researchers who will conduct studies in the future. She obtained studies on formative assessment by using different databases as data sources. We reached 60 studies with different variables for formative assessment using YÖK THESIS, Ulakbim, and Google Scholar databases. Study Classification Form was used to analyse the data obtained. We observed that the number of studies published on formative assessment has increased in recent years. We observed that teachers and secondary school students constituted the primary sample group in the studies, and they used the interview form and achievement test as data collection tools. Content analysis came first in the data analysis technique used in the studies. It is clear that formative assessment is a dynamic and evolving field that holds great potential for improving educational outcomes.

Anahtar Kelimeler

Formative assessment, Content analysis, Measurement and evaluation

Etik Beyan

CONFLICT OF INTEREST STATEMENT The authors declare that there is no conflict of interest in this study. RESEARCH AND PUBLICATION ETHICS STATEMENT The authors declare that research and publication ethics are followed in this study. AUTHOR LIABILITY STATEMENT The authors declare that the “Conceptual Framework, Research, Visualization” part of this study were done by Eyüphan BAHADIR and “Method Design, Research, Post Draft, Visualization, Review and Editing” part of this work was done by Ceyhun OZAN.

Kaynakça

• Allal, L., & Mottier-Lopez, L. (2005). Formative assessment of learning: A review of publications in French. In Formative assessment: Improving learning in secondary classrooms (pp. 241-264). OECD Publication.
• Andrade, H., Lui, A., Palma, M., & Hefferen, J. (2015). Formative assessment in dance education. Journal of Dance Education, 15(2), 47-59, https://doi.org/10.1080/15290824.2015.1004408
• Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48(1), 12-19. https://doi.org/10.1080/00405840802577544
• Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350-372.
• Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in education: principles, policy & practice, 18(1), 5-25.
• Berg, B. L. (2001). Qualitative research methods for the social sciences (4th ed.). Allyn & Bacon. Berry, J. W. (2008). Globalisation and acculturation. International Journal of Intercultural Relations, 32(4), 328-336. https://doi.org/10.1016/j.ijintrel.2008.04.001
• Betts, D. G. (2012). The role of professional learning communities in developing and using common formative assessments [Unpublished Phd thesis]. Loyola University.
• Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003). Assessment for learning: Putting it into practice. Open University Press.
• 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
• Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
• Brown, G. T. L. (2022). The past, present and future of educational assessment: A transdisciplinary perspective. Frontiers in Education, 7, 1060633. https://doi.org/10.3389/feduc.2022.1060633
• 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
• Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46.
• Crooks, G. E. (2007). Measuring thermodynamic length. Physical Review Letters, 99(10), 1-4. https://doi.org/10.1103/PhysRevLett.99.100602
• Çakmak, T. (2017). İlköğretim 7. sınıf fen ve teknoloji dersi 'vücudumuzdaki sistemler' ünitesinin biçimlendirici değerlendirme yöntemi ile işlenmesinin öğrencilerin kavramsal anlama düzeylerine olan etkisi [The effect of teaching the "systems in our body" unit covered in primary education seventh grade science and technology course through formative assessment method on students' conceptual understanding levels] (Thesis No. 487361) [Master’s thesis, Uludağ University]. Higher Education Council National Thesis Center.
• Çalık, M., & Sözbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39(174), 33-38. https://doi.org/10.15390/EB.2014.3412
• Dunn, K. E., & Mulvenon, S. W. (2019). A critical review of research on formative assessments: The limited scientific evidence of the impact of formative assessments in education. Practical Assessment, Research, and Evaluation, 14, 1-11.
• Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115.
• Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 199-208.
• Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2001). Supervision and instructional leadership: A developmental approach (6th ed.). Allyn & Bacon.
• Gioka, O. (2007). Assessment for learning in biology lessons. Journal of Biological Education, 41(3), 113-116.
• Gipps, C. (1994). Developments in educational assessment: What makes a good test? Assessment in Education: Principles, Policy & Practice, 1(3), 283-292.
• Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.
• Heritage, M. (2010). Formative assessment and next-generation assessment systems: are we losing an opportunity? Council of Chief State School Officers.
• Hodgson, C., & Pyle, K. (2010). A literature review of assessment for learning in science. Nfer.
• Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344-348.
• Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Sage.
• Lee, H., Chung, H. Q., Zhang, Y., Abedi, J., & Warschauer, M. (2020). The effectiveness and features of formative assessment in US K-12 education: A systematic review. Applied Measurement in Education, 33(2), 124-140. https://doi.org/10.1080/ 08957347.2020.1732383
• Miller, T., Jessop, J., Mauthner, M., & Birch, M. (2012). Ethics in qualitative research. Sage.
• Moss, C. M., & Brookhart, S. (2009). Advancing formative assessment in every classroom. ASCD. Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education, 9(3), e3292. https://doi.org/10.1002/rev3.3292
• Ozan, C., & Köse, E. (2014). Research trends in curriculum and instruction. Sakarya University Journal of Education, 4(1), 116-136. https://doi.org/10.19126/suje.76547
• Ozan, C. (2019). Authentic assessment increased academic achievement and attitude towards the educational measurement of prospective teachers. International Journal of Evaluation and Research in Education, 8(2), 299-312.
• Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. ASCD.
• Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4-13.
• Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass.
• Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.
• Sakarya Tapan, S. (2001). Entrepreneurial ventures and small business: An assessment of the entrepreneurial roles of the franchisor and the franchisee from an entrepreneurial school of strategy formation perspective. Journal of Research in Marketing and Entrepreneurship, 3(3), 123-138.
• Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602. https://doi.org/10.1016/j.ijer.2020.101602
• Selçuk, Z., Palancı, M., Kandemir, M., & Dündar, H. (2014). Tendencies of the researches published in Education and Science Journal: Content analysis Education and Science, 39(173), 430-453.
• Snowman, J., & McCown, R. (2015). Psychology applied to teaching (14th ed.). Wadsworth Cengage Learning.
• Sözbilir, M., & Kutu, H. (2008). Development and current status of science education research in Turkey. Essays in Education [Special issue], 1-22.
• Ültay, E., Akyurt, H., & Ültay, N. (2021). Sosyal bilimlerde betimsel içerik analizi. IBAD Sosyal Bilimler Dergisi, (10), 188-201.
• Tatar, E., Karakuyu, Y., & Tüysüz, C. (2014). Sınıf öğretmeni adaylarının bilimin doğası kavramları: teori, yasa ve hipotez. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 363-370.
• Tesch, R. (1990). Qualitative research: Analysis types and software tools. Falmer.
• Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14.
• Wiliam, D. (2013). How is testing supposed to improve schooling? Some reflections. Measurement: Interdisciplinary Research and Perspectives, 11(1-2), 55-59.
• 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