TY - JOUR

T1 - Formative assessment in inclusive mathematics education in secondary schools

T2 - A systematic review

AU - Töllner, Fynn

AU - Kuhl, Poldi

AU - Besser, Michael

PY - 2025/5/7

Y1 - 2025/5/7

N2 - Formative assessment is a way to individualize learning and tailor instruction to learners’ specific needs. These practices are particularly relevant due to the increasing heterogeneity resulting from the transition to an inclusive education system and the associated question of how teachers can deal with this rise in heterogeneity. However, there is no systematic interlinking between these two areas vis-à-vis mathematics secondary education. Therefore, little is known about how the benefits of formative assessment can be achieved in inclusive secondary mathematics education, with its heterogeneous learning groups. Accordingly, we searched the FIS Bildung, PsycInfo, and PSYNDEX-plus Tests databases, resulting in 14 articles addressing either formative assessment in general or diagnostics and feedback as components of formative assessment, particularly in inclusive secondary mathematics education. These publications were coded and analyzed according to their affiliation with one of the key components or formative assessment in general. Results indicate that, first, diagnostics must be highly individualized while considering contextual factors to be accurate; second, teachers should be advised on how to proceed with the diagnosed issues; and, finally, teachers should provide their students with frequent, easily accessible feedback. Furthermore, we identify productive directions for future research, along with implications for inclusive everyday teaching, and discuss limitations.

AB - Formative assessment is a way to individualize learning and tailor instruction to learners’ specific needs. These practices are particularly relevant due to the increasing heterogeneity resulting from the transition to an inclusive education system and the associated question of how teachers can deal with this rise in heterogeneity. However, there is no systematic interlinking between these two areas vis-à-vis mathematics secondary education. Therefore, little is known about how the benefits of formative assessment can be achieved in inclusive secondary mathematics education, with its heterogeneous learning groups. Accordingly, we searched the FIS Bildung, PsycInfo, and PSYNDEX-plus Tests databases, resulting in 14 articles addressing either formative assessment in general or diagnostics and feedback as components of formative assessment, particularly in inclusive secondary mathematics education. These publications were coded and analyzed according to their affiliation with one of the key components or formative assessment in general. Results indicate that, first, diagnostics must be highly individualized while considering contextual factors to be accurate; second, teachers should be advised on how to proceed with the diagnosed issues; and, finally, teachers should provide their students with frequent, easily accessible feedback. Furthermore, we identify productive directions for future research, along with implications for inclusive everyday teaching, and discuss limitations.

KW - Didactics of Mathematics

KW - Empirical education research

KW - formative assessment

KW - inclusion

KW - mathematics

KW - Secondary education

U2 - 10.3390/educsci15050577

DO - 10.3390/educsci15050577

M3 - Scientific review articles

VL - 15

JO - Education Science

JF - Education Science

SN - 2227-7102

IS - 5

M1 - 577

ER -