A Systematic Literature Review on the Flipped Formative Assessment Practices in Higher Education

Abstract

A flipped classroom, also known as an inverted classroom, has garnered significant attention from educational researchers and educators. In this instructional approach, traditional lecture content is delivered outside the classroom, while in-class time is dedicated to interactive and student-centered learning activities. However, despite its advantages, numerous studies have highlighted the challenges associated with the implementation of flipped classrooms. The mixed findings from past research motivated this study to conduct a systematic literature review on assessment practices in higher education. This study conducts a systematic literature review focusing specifically on formative assessment practices in flipped classrooms at the tertiary level. The review aims to examine (i) current formative assessment practices, (ii) the types of formative assessment employed, and (iii) the tools used to support formative assessment in flipped classroom settings. The review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol to ensure methodological rigor and transparency. Relevant studies were identified through comprehensive searches of major academic databases, including Web of Science and Scopus. In this process, a total of 471 articles were selected and 13 articles were identified adhering to the inclusion criteria. The findings of this study guide educators, researchers, and stakeholders in effectively implementing assessment practices in the flipped classroom at higher institutions.