The value of the process of formative assessment is greatly diminished if it is not goal-directed and oriented towards students’ long-term development. This implies that teachers need deep pedagogical content knowledge. As a way to scaffold teachers’ use of pedagogical content knowledge when designing …

Formative Use of Assessment to Foster Self‑Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices Journal of Formative Design in Learning (AECT)