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Cite as
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Full Title
CADMO
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Publisher
FrancoAngeli
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ISSN
1122-5165 (Printed Journal)
1972-5019 (Online Journal)
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Journal Issue Number
2
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Journal Issue Designation
2
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Journal Issue Date
2023
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Full Title
Mechanisms underlying effects of formative assessment on student achievement: A proposed framework to ignite future research
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By (author)
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First Page
9
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Last Page
20
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Language of text
English
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Publication Date
2024/01
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Copyright
2023 FrancoAngeli srl
Main description
Research has shown that formative assessment can have large positive effects on student achievement, but the effects vary substantially and are not always positive. In addition, the underlying mechanisms responsible for the learning effects are not well understood. We present a framework developed to support research efforts to identify these mechanisms. The framework includes formative assessment processes as well as students' learning processes, defines and exemplifies the term mechanisms in relevant contexts, indicates possible mechanisms, and identifies aspects that require further research to characterise and explain the mechanisms through which formative assessment affects student achievement. Finally, we exemplify how the framework may be used to design studies capable of providing the robust evidence required for drawing conclusions about the mechanisms.
Reference list of
10.3280/CAD2023-002002
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