Formative feedback dominates authentic assessment designs while sustainable feedback is rare¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2025 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Twenty-three studies used formative feedback, twelve used summative feedback, and only four used sustainable feedback to develop students as sustainable assessors and self-directed life-long learners. → Ying Zhan 2025
Evidence¶
Ying Zhan 2025¶
Ying Zhan, David Boud, Zilu Du. (2025). Designing for authentic assessment: a scoping review. Higher Education. https://doi.org/10.1007/s10734-025-01588-9
q2 · i? · review · r2
Review coding of feedback design across the 37 studies, distinguishing formative, summative and sustainable feedback. It reports 'Only four studies used sustainable feedback to empower students to become sustainable assessors and self-directed life-long learners', versus 23 formative and 12 summative.
"Only four studies used sustainable feedback to empower students to become sustainable assessors and self-directed life-long learners."
Discussion¶
Related Claims¶
- Authentic assessment designs most commonly target knowledge construction and 21st-century skills, with digital literacy rarely addressed — related
- Social collaboration in authentic assessment is mostly peer- and teacher-based, with few connections to industry or community partners and rare equitable teacher-student collaboration — related
- Feedback that answers three questions (Where am I going? How am I doing? Where to next?) improves learning — related
- Student choice is rare in authentic assessment designs while assigned, sometimes graded, self-reflection is more common — related
- Peer assessment improves academic performance by a small average amount relative to no assessment or to teacher assessment — related
- Students are typically passive users of assessment rubrics in authentic assessment designs — related
- Formative purpose dominates peer assessment studies, but summative purpose is relatively frequent in ICT, engineering, and health and welfare domains — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
aa-formative-feedback-dominates-sustainable-rare |
title |
Formative feedback dominates authentic assessment designs while sustainable feedback is rare |
description |
Formative feedback dominates authentic assessment designs while sustainable feedback is rare |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-12 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ying-zhan-2025 |
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