A 2023 Swedish study involving 14 undergraduate mathematics students, found that the use of computer-based formative assessment supported students in problem solving and promoted creative reasoning (Söderström, 2023).

A 2012 study on 70 higher education students, found that formative assessments motivate students to study and make them aware of their own learning by analysing their own experiences (Weurlander et al., 2012).

A 2021 study of 194 university students, found a positive feedback loop between formative assessment and students’ motivation. This data was collected by conducting a questionnaire and gathering information about students' perceptions of the use of formative assessments (Leenknecht et al., 2021).

In this study, 22 year four teachers participated in a professional development programme in formative assessment and were then examined on their implementation of formative assessment in the classroom. The results of the study show that teacher practice, improves student achievement (Andersson & Palm, 2017).

Qualitative and quantitative research with 45 fifth grade students in Erzurum across an academic year, found that the use of formative assessment increased students' academic achievement and improved their attitudes towards class (Ozan & Kincal, 2018).

A meta-analysis of 435 studies found that feedback has a higher impact on cognitive and motor skills outcomes than on motivational and behavioural outcomes (Wisniewski et al., 2020).

A study on 106 Californian middle school students in 2018, found that students remember critical feedback better than confirmatory feedback when they have a choice on the feedback they receive (Cutumisu & Schwartz, 2018).

A 2015 American meta-analysis on students from grades 1-8, found that the use of feedback on writing enhanced students' writing quality (Graham et al., 2015).

A 2022 survey study of 93 seventh grade students, found that students tended to have positive emotions and judgements towards teacher feedback through the use of formative assessment (Lui & Andrade, 2022).

A 2021 study on higher education students found that the use of formative e-assessment was effective in helping students monitor their progress and encouraged further study (McCallum & Milner, 2021).

A qualitative 2019 study on 10 teachers and 84 students in England found that the use of oral feedback and discussion was beneficial in helping learners develop their understanding of science (Mapplebeck & Dunlop, 2019).

A 2022 survey study on 93 seventh grade students, found that students were able to make constructive decisions regarding the next steps in their learning after completing formative assessment (Lui & Andrade, 2022).

A research study on 28 German primary school teachers in 2016, found that the use of professional development and high level pedagogical content knowledge was associated with successful implementation of formative assessment in science classrooms (Hondrich et al., 2016).

A research study on 37 Dutch undergraduate nursing education teachers in 2021, found that teachers who participated in expertise-based assessment programs had increased knowledge on supporting students’ reflection compared to teachers who took part in self-assessment and a collegial feedback program (Tigelaar & Sins, 2021).

A qualitative study on an experienced mathematical high school teacher across an 8-month period found that formative assessment had a “significant effect” on students’ motivational beliefs and self-regulated learning (Granberg et al., 2021).

A 2020 meta-analysis on 54 research studies found that peer assessment had a positive effect on academic performance for primary, secondary and tertiary students across different subjects and domains (Double et al., 2020).

A 2021 analysis on educational research sources found that joint goal setting and planning of the learning process assisted in the formation of individual student trajectories (Voitkiv & Lishchynskyy, 2021).

A 2022 study on 32 sixth grade students and their mathematics teacher, found that students could provide feedback just as helpful and effective as their teacher (Patchan et al., 2022).

A randomised experimental study in 2017 on 1808 grade three students from 97 schools found that the use of digital formative assessment had positive effects on student achievement and motivation levels (Faber et al., 2017).

This review was conducted by analysing 54 studies, the results show that knowledge and skills, psychological factors and social factors influence the effectiveness of the implementation of formative assessment (Schildkamp et al., 2020).

This systematic literature review found that teachers must be able to interpret assessment information on the spot, that assessment should include substantial, constructive and focussed feedback and that schools should encourage teacher autonomy (Heitink et al., 2016).

A 2012 study of 6 Norwegian schools, found that teachers were not being explicit when providing feedback. The paper provides suggestions for improving feedback such as being clear about what is required of the students and suggesting alternatives for improvement of future work (Havnes et al., 2012).

This research article samples 22 forth grade teachers, it found that helping students achieve their learning goals stems from providing valuable feedback. Feedback should provide students with information about the goals to attain, their progress towards the goals and how to improve their work to bridge the gap between their current work and their goals (Andersson & Palm, 2017).

This study included 1636 ninth grade students and 83 teachers, and examined the effects of formative assessment on students goal setting. It found that the type of assessment being used greatly impacts students' attitudes towards goal setting, it is recommended that formative assessment tends to discourage students from setting meaningful goals (Alkharusi, 2008).

A 2022 quasi-experimental study on 37 seventh grade students found that the use of formative assessment was effective in developing students’ metacognitive knowledge and skills (Gedikli & Buldur, 2022).

In this study, 22 forth grade teachers participated in a professional development programme in formative assessment and were then examined on their implementation of formative assessment in the classroom. The results of the study show that teacher practice improves student achievement (Andersson & Palm, 2017).

A 2021 research study on 70 Greek fifth and sixth grade students found that student self-assessment with the use of rubrics significantly improved students' performance in Language, Writing and History (Vasileiadou & Karadimitriou, 2021).

This study was designed to obtain information about how teachers use formative assessment as part of their planning and preparation, it found that teachers need additional support to better implement their findings from the formative assessment into later teaching (Brink, 2017).

A research study conducted in 2016 on 89 medical students found that self-assessment resulted in a significant improvement in academic performance and their ability to analyse their own work (Sharma et al., 2016).