Formative assessment literacy: a systematic review

Formative assessment literacy (FAL) has emerged as a critical component of teachers’ professional competence, yet its conceptual boundaries, theoretical underpinnings, and development pathways remain underexplored. This systematic review analyzes 20 peer-reviewed studies retrieved from three major databases, focusing on research trends, conceptual and theoretical frameworks, and professional development interventions. Findings show that FAL research is still emerging, with most studies concentrated in Asian contexts and in-service language teachers. Definitions vary considerably, often drawing on assessment literacy or formative assessment traditions, reflecting the construct’s complexity and lack of consensus. Commonly identified dimensions encompass conceptual, practical and socio-emotional aspects. All six intervention studies report gains in teachers’ knowledge, beliefs, practices, and self-efficacy in FA, particularly when interventions include instruction on its conceptual foundations, classroom application, and peer or self-assessment activities. The review underscores the need for clearer conceptualization, context-sensitive and sustained professional development, and more methodologically robust research designs, offering directions for advancing FAL research.