The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study

Abstract

The main purpose of this meta-analysis study is to investigate how formative assessment practices promote student learning in Turkey. 32 studies with 47 effect sizes that met the specified criteria such as using true experimental or quasi-experimental design and measuring learning outcomes were included as the final analysis in the meta-analytical review method. The overall mean effect size of the study was obtained as .72 (SE= .07, p< .05). Further investigation through subgroup analysis showed that the effect sizes made a significant difference on different types of formative feedback. The effect of features of formative assessment interventions on student learning indicated that student initiated formative feedback (d=1.16) and mixed feedback (d=.83) had a large effect, which was followed by a medium effect of adult initiated formative feedback (d=.69) and a small effect of computer initiated formative feedback (d =.42). On the other hand, education level and publication type had no effect on student academic performance in the study. These findings support the positive effect of formative assessment practices on student learning. Such a result suggests that increasing the number of different types of formative assessment practices in the classrooms would promise a considerable contribution to student learning.The main purpose of this meta-analysis study is to investigate how formative assessment practices promote student learning in Turkey. 32 studies with 47 effect sizes that met the specified criteria such as using true experimental or quasi-experimental design and measuring learning outcomes were included as the final analysis in the meta-analytical review method. The overall mean effect size of the study was obtained as .72 (SE= .07, p< .05). Further investigation through subgroup analysis showed that the effect sizes made a significant difference on different types of formative feedback. The effect of features of formative assessment interventions on student learning indicated that student initiated formative feedback (d=1.16) and mixed feedback (d=.83) had a large effect, which was followed by a medium effect of adult initiated formative feedback (d=.69) and a small effect of computer initiated formative feedback (d =.42). On the other hand, education level and publication type had no effect on student academic performance in the study. These findings support the positive effect of formative assessment practices on student learning. Such a result suggests that increasing the number of different types of formative assessment practices in the classrooms would promise a considerable contribution to student learning.