Formative Assessment Strategies and Their Role in Enhancing Student Achievement: A Systematic Investigation of Classroom Practices and Learning Outcomes

Abstract

This systematic research investigation examines the implementation and impact of formative assessment strategies on student achievement across elementary and secondary educational contexts. The study employed a cluster randomized controlled trial design involving 56 schools randomly assigned to treatment or control conditions, with 423 teachers and 8,764 students participating over two academic years. Treatment schools implemented a comprehensive formative assessment professional development program emphasizing learning intentions, success criteria, questioning techniques, feedback practices, and student self-assessment. Data collection included classroom observations, student achievement assessments, teacher surveys, and student perception measures. Results demonstrate that systematic implementation of formative assessment practices produced statistically significant improvements in student achievement with an overall effect size of 0.40 standard deviations. The largest effects were observed in classrooms where teachers consistently shared learning intentions, provided actionable feedback, and engaged students in self-assessment processes. The study identifies implementation challenges and professional development features associated with effective adoption of formative assessment practices. Findings have important implications for classroom practice, teacher professional development, and educational assessment policy.