https://hdl.handle.

net/10210/502432

Ayalon, M., Wilkie, K.J. Investigating peer-assessment strategies for mathematics pre-service teacher
learning on formative assessment. J Math Teacher Educ 24, 399–426 (2021).
https://doi.org/10.1007/s10857-020-09465-1

Özcan, H., & Kurtuluş, A. (2023). An examplary application of mathematics teaching based on formative
assessment. International Journal of Assessment Tools in Education, 10(4), 741-764.
https://doi.org/10.21449/ijate.1352605

Codreanu E, Sommerhoff D, Huber S, Ufer S and Seidel T (2021) Exploring the Process of Preservice
Teachers’ Diagnostic Activities in a Video-Based Simulation. Front. Educ. 6:626666. doi:
10.3389/feduc.2021.626666

Francesca Morselli, Elisabetta Robotti. Looking back for understanding: formative assessment strategies
and inclusive activities for conjecturing and proving. Twelfth Congress of the European Society for
Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03753457⟩

https://doi.org/10.1111/ssm.12317

According to Sodikova Yulduz (2023) the primary objective of this article is to present different types of
formative assessment and, by collecting and analyzing data, to determine their influence on enhancing
students' motivation in learning a second language. It aims to derive conclusions that can guide future
teaching and methodological approaches in English classes. Formative assessment is instrumental in
gauging how well students have grasped the educational content and promptly identifies areas where
they may need further support or clarification.

Sodikova, Y. (2023). THE IMPACT OF FORMATIVE ASSESSMENT STRATEGY ON INCREASING STUDENT

MOTIVATION IN ENGLISH CLASSES. In SOLUTION OF SOCIAL PROBLEMS IN MANAGEMENT AND
ECONOMY (Vol. 2, Number 12, pp. 131–136). Zenodo. https://doi.org/10.5281/zenodo.10258779

The findings indicate that an extensive use of formative assessment can help address students' low
motivation, particularly when they receive prompt feedback, evaluations of their work, as well as
recommendations and support from teachers. The study highlights the importance of incorporating
students' self-assessment alongside teachers' formative assessment, as this combination significantly
boosts students' motivation in learning English. The research suggests that consistently applying
advanced formative assessment techniques in English language acquisition leads to heightened
motivation among students and subsequently enhances their proficiency in professional English
communication. (Dmitrenko et al., 2021)

Dmitrenko, N. ., Budas, I. ., Koliadych, Y. ., & Poliarush, N. . (2021). Impact of Formative Assessment on

Students’ Motivation in Foreign Language Acquisition. East European Journal of Psycholinguistics , 8(2),
36-50. https://doi.org/10.29038/eejpl.2021.8.2.dmi
According to Turysbayeva et al. (2023) one of the primary innovations in Kazakhstan's education system
was the introduction of formative assessment to enhance students' self-assessment skills. However,
challenges arose during the implementation of this approach. This study aims to investigate how the
author's formative assessment techniques impact students' self-evaluations. The results revealed issues
related to introducing and implementing formative assessments, underscoring the need to develop
effective strategies to improve students' self-assessment abilities. Our findings support the notion that
the structured procedures for enhancing self-assessment among primary school students can be
adapted for use in younger student classes and teacher training sessions.

Turysbayeva, A. ., Zhumabayeva, A. ., Yessenova, K. ., Bainazarovа T. ., & Maigeldiyeva, S. . (2023). The

impact of formative assessment techniques on students’ self-assessment skills. Journal of Education and
E-Learning Research, 10(4), 657–665. https://doi.org/10.20448/jeelr.v10i4.5045

In addition, Tadesse Hagos, & Dereje Andargie (2023) investigates the effects of incorporating
technology into formative assessment methods on students' comprehension of both concepts and
procedures in the study of chemical equilibrium. The results indicate that integrating technology into
formative assessment practices yielded better outcomes compared to traditional methods or using
formative assessment strategies alone. Students demonstrated enhanced understanding of conceptual
and practical aspects of chemical equilibrium when technology-integrated formative assessment was
employed. Additionally, classroom observations revealed that students exhibited higher motivation to
learn and perceived the instructor as more proficient compared to the other two groups. Overall,
technology-integrated formative assessment processes proved to be more effective in fostering
students' conceptual and procedural understanding of chemical equilibrium compared to the other
approaches.

Tadesse Hagos, & Dereje Andargie. (2023). Effects of technology-integrated formative assessment on
students' conceptual and procedural knowledge in chemical equilibrium. Journal of Education and
Learning (edulearn), 17(1), 113–126. https://doi.org/10.11591/edulearn.v17i1.20630

According to Joshi V et al. (2021) the conventional method of delivering curriculum worldwide is through
didactic lectures, with formative and summative assessments being common practices to evaluate
students' understanding and mastery of the material presented. While formative assessment methods
are widely used in medical education, there is a lack of substantial data supporting their effectiveness.
The analysis of the data revealed a positive correlation between students' performance in formative
assessments and their performance in summative assessments both before and after the intervention
aimed at studying methods and strategies. Students across different performance quartiles showed
improvement, with cumulative average scores of 72.4%, 61.0%, 56.6%, and 48.3% in formative
assessments and 89.3%, 79.8%, 75.0%, and 65.7% in summative examinations. These assessments were
used as early intervention tools.

Joshi, V., Younger, M., Joshi, B., Khan, S. (2021). Utilizing Formative Assessment to Encourage Study
Strategy Modifications by Osteopathic Medical Students: An Observational Study. Duzce Medical
Journal, 23(1), 82-86. https://doi.org/10.18678/dtfd.862871

A study by Adeilton de Oliveira Andrade (2023) explores the intersection of Formative Assessment and
Objectification Theory (OT) and discusses how non-traditional assessment methods can take into
account the ethical and subjective growth of students. The study specifically delves into mathematics
education for seventh graders, focusing on the interplay between OT and RRS (Relative Reinforcement
Sensitivity). The outlined objectives include evaluating current assessment practices, suggesting training
strategies, integrating RRS into assessments, and assessing the effects of these practices on students'
cognitive and emotional development. Through a case study, the research successfully proposes
alternative formative evaluation activities.

Adeilton de Oliveira Andrade, E. . (2023). FORMATIVE ASSESSMENT AND THE INTERACTION BETWEEN
TO AND RRS IN MATHEMATICS TEACHING. Journal of Interdisciplinary Debates, 4(04), 307–324.
https://doi.org/10.51249/jid.v4i04.1729