Synthesising Perspectives on Formative Assessment in ELT

Abstract

This review synthesises historical and contemporary perspectives on formative assessment in English Language Teaching (ELT), examines common practices and benefits, and identifies gaps in existing research. Peer-reviewed studies were retrieved primarily from Web of Science and Scopus using the keywords ‘formative assessment’ AND (“TEFL” OR “EFL”), supplemented by the snowball method. Findings indicate that common practices include feedback, peer and self-assessment, portfolios, questioning, and low-stakes testing, with technology-based tools increasingly supporting personalised learning. Reported benefits encompass enhanced motivation, autonomy, and achievement; however, implementation is frequently constrained by limited teacher expertise, insufficient training, time pressures, and institutional cultures that prioritise summative testing. Professional development and supportive school environments are critical for overcoming these barriers. A notable gap is the absence of empirical research on formative assessment practices in Slovakia, underscoring the need for localised studies. Despite methodological limitations and the lack of new empirical data, this review provides a conceptual framework for educators and researchers and offers directions for future research.