The current landscape of formative assessment and feedback in graduate studies: a systematic literature review

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F26%3A4U7GMW9N" target="_blank" >RIV/00216208:11320/26:4U7GMW9N - isvavai.cz</a>

Výsledek na webu

<a href="https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1509983/full" target="_blank" >https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1509983/full</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/feduc.2025.1509983" target="_blank" >10.3389/feduc.2025.1509983</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The current landscape of formative assessment and feedback in graduate studies: a systematic literature review

Popis výsledku v původním jazyce

Formative assessment has evolved into a comprehensive approach for enhancing student learning across academic levels, yet gaps remain regarding its impact on graduate students with diverse needs. This study conducts a systematic literature review (SLR) of empirical research published between 2014 and 2024, analyzing 188 initial articles retrieved from Scopus and Web of Science, which were narrowed down to 19 eligible studies. The aim is to examine how formative feedback influences the learning and motivation of graduate students. The results indicate that: (a) immediate and specific feedback enhances academic performance and promotes self-regulation, empowering students to manage their learning processes more effectively; (b) technological tools facilitate personalized and accessible feedback, tailoring learning experiences to individual needs; and (c) the implementation of feedback strategies that consider individual differences contributes to greater equity and effectiveness in graduate education. This study not only addresses gaps in the literature by synthesizing evidence on formative assessment but also highlights the transformative role of technology and personalized strategies in promoting autonomous and meaningful learning in graduate programs.

Název v anglickém jazyce

The current landscape of formative assessment and feedback in graduate studies: a systematic literature review

Popis výsledku anglicky

Formative assessment has evolved into a comprehensive approach for enhancing student learning across academic levels, yet gaps remain regarding its impact on graduate students with diverse needs. This study conducts a systematic literature review (SLR) of empirical research published between 2014 and 2024, analyzing 188 initial articles retrieved from Scopus and Web of Science, which were narrowed down to 19 eligible studies. The aim is to examine how formative feedback influences the learning and motivation of graduate students. The results indicate that: (a) immediate and specific feedback enhances academic performance and promotes self-regulation, empowering students to manage their learning processes more effectively; (b) technological tools facilitate personalized and accessible feedback, tailoring learning experiences to individual needs; and (c) the implementation of feedback strategies that consider individual differences contributes to greater equity and effectiveness in graduate education. This study not only addresses gaps in the literature by synthesizing evidence on formative assessment but also highlights the transformative role of technology and personalized strategies in promoting autonomous and meaningful learning in graduate programs.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

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Návaznosti

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Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

FRONTIERS IN EDUCATION

ISSN

2504-284X

e-ISSN

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Svazek periodika

10

Číslo periodika v rámci svazku

2025-05-12

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

11

Strana od-do

1-11

Kód UT WoS článku

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EID výsledku v databázi Scopus

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