Scoping review about formative assessment in primary school as a practice for the learning support

Abstract

School assessment is an integral part of students’ formative experience and growth. Among the different assessment practices that can be implemented in primary school, formative assessment represents the process through which teachers gather evidence of learning, engage students in assessment and use the data that emerge to improve teaching and learning. This paper proposes a review of the international literature through the scoping review method to explore state of the art in pedagogical research regarding the potential assigned to formative assessment practices implemented in primary school. The results make it possible to state that formative assessment represents a beneficial strategy for teachers and students. Although many factors come into play during the process, they should play a relevant role in the teaching and learning process.