Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Nguyen Thi Do Quyen, Ahmad Zamri Khairani


This paper aims to review research on the challenges of implementing formative assessment in Asian classrooms. Multiple electronic databases were used to search for relevant articles and twenty-one studies were selected. The challenges faced while conducting formative assessments were analyzed and categorized into three levels (micro-, meso- and macro- level) based on Kozma’s model, which examines contextual factors influencing teachers’ classroom instructional practice as well as inherent disadvantages of formative assessment, namely, being time-consuming and demanding a heavy workload. The findings showed that the majority of challenges were on the micro and macro-levels, and were basic formative assessment disadvantages. Significantly, 80 percent of the studies reviewed reported inadequate knowledge of formative assessment among teachers at the micro-level. This is a vital issue for future research on formative assessment in Asian countries and highlights the need to draw more attention to training teachers through effective professional development programs. Future studies in this area should focus on practical formative assessment activities to reconcile formative assessment theories within the Asian culture and conditions.

Full Text:




  • There are currently no refbacks.

Copyright (c) 2016 Nguyen Thi Do Quyen, Ahmad Zamri Khairani

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Journal of Social Science Studies ISSN 2329-9150

Copyright © Macrothink Institute

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders. If you have any questions, please contact: