Research Summary: What is meant by formative assessment? A review analysis of the most cited journal articles and their relevance to inclusive education

A systematic review of highly cited journal articles on formative assessment (FA) in primary and lower-secondary education reveals significant conceptual and operational variations. While many definitions focus on evidence gathering and feedback, the research indicates a need for broader interpretations that integrate instructional adaptation and support for inclusive education. This highlights a persistent challenge in standardizing FA practices and their application across diverse learning environments.

Why it matters

The lack of conceptual clarity and consistent operationalization of formative assessment can impede effective policy development, consistent pedagogical practice, and equitable outcomes, especially in inclusive settings. Establishing a clearer, more comprehensive understanding of formative assessment is critical for ensuring that educational strategies are evidence-based and adaptable to diverse learner needs.

Key insights

• Formative assessment (FA) is defined and operationalized with substantial variation across the most cited academic literature.
• Many highly cited studies adopt a narrow definition of FA, primarily focusing on evidence gathering and feedback mechanisms.
• Broader conceptions of FA that incorporate instructional adaptation are emerging but are less prevalent in the most cited articles.
• The review specifically examined the relevance of FA to inclusive education (IE), indicating this is a significant area of inquiry.
• The analysis included 42 English-language articles published between 2005 and 2024, selected for high citation counts in Scopus and thematic relevance.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1905629