Publication details
What is meant by formative assessment? A review analysis of the most cited journal articles and their relevance to inclusive education
| Authors | |
|---|---|
| Year of publication | 2026 |
| Type | Peer-reviewed scientific article |
| Magazine / Source | Frontiers in Education |
| MU Faculty or unit | |
| Citation | |
| web | https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1905629/full |
| Doi | https://doi.org/10.3389/feduc.2026.1905629 |
| Keywords | assessment for learning; components; formative assessment; inclusive education; teaching |
| Attached files | |
| Description | Introduction This review study systematically analyses the most cited journal articles on formative assessment (FA) in primary and lower-secondary education, with a particular focus on its definitions, components, and relevance to inclusive education (IE). Methods A total of 42 articles, published in English between 2005 and 2024, were selected based on their highest citation count in the Scopus database and thematic focus on FA. The selected articles were analysed using quantitative analysis and thematic content analysis. Results The findings reveal substantial variation in how FA is conceptualised and operationalised. While many most cited studies adopt relatively narrow definitions centred on evidence gathering and feedback, broader conceptions of FA incorporating instructional adaptation, student participation, and social-emotional learning are represented in the literature but do not predominate over narrower conceptualisations. Moreover, the most-cited FA literature largely neglects the inclusive potential of FA, with few articles explicitly engaging with the needs of diverse learners. Conclusion This study highlights the conceptual fragmentation within the field and calls for a more holistic and inclusive reconceptualisation of FA. The focus on highly cited literature may have limited the representation of less established or more recent perspectives in the field. |
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