Review of Formative Assessment Practices: Primary Evidence on Relationship with Self-efficacy and Self-esteem

Abstract

Robust literature was conducted to confirm the positive effect of formative assessment on learning outcomes. However, less is known about the reason why formative assessment techniques impact student achievement. Besides, there are insufficient studies about relationships between formative classroom assessment techniques and self-efficacy, self-esteem. This article reviews literature related to use of formative assessment in classrooms, self-esteem and self-efficacy with intention to explore the connections. Students responded to questionnaires which covers results, discussion and implications about future study. The quasi-experimental research was designed to define the relationship between students’ achievement and formative assessment in classroom instructional approach. It is found that reducing variation in students’ achievement could be attained by increasing variation in formative assessment in classroom instructional approach with the presence of promoting self-esteem and self-efficacy.