The topic of formative assessment has rarely been addressed in Polish educational research studies, and the connection between formative assessment and the school climate has, until now, never been examined. The subject of this quantitative study were the formative assessment practices used by elementary school teachers and the school social climate. The participants were students (N=491) and teachers (N=60). Findings indicate that: (1) to a varying degree, teachers use activities that make up formative assessment, (2) schools differ significantly in their formative assessment practices, (3) the social climate at these schools is positive, (4) formative assessment practices are positively correlated with the school climate.

This study examined the perceived impact of formative assessment and humour on the learning experience and the development of graduate attributes of business undergraduate students. Data from 236 valid respondents of a questionnaire was analyzed using Partial Least Squares-Structural Equation Modeling method. The conceptual framework for this study is based on Dewey’s theory of reflective thought and action and Ziv’s theory of the attention-gaining and holding power of humour. Findings indicate positive and significant roles played by formative assessment and humour in enhancing learning experience and student development. It was found that applied academic writing and poster presentations were student-centered learning methods that had a positive impact on learning experience and successfully supported differentiated learners. Humour was found to add value to students’ overall learning experience. The findings of this study will provide higher education institutions with a set of considerations for devising formative assessment strategies and practices that will successfully enhance students’ learning and the development of their competences.

The objective of this study is to contribute to the knowledge base of teacher professional development and formative assessment using Singapore as an example. The study was carried out through an exploratory case study in a Singapore school. Our study shows that while the teachers find formative assessment beneficial, they do not have sufficient knowledge of it and face the challenges of heavy workload, time pressure and lack of confidence. The results serve to inform policymakers and educators of the need to provide effective and sustained teacher professional development in formative assessment as well as continual teacher support and collaboration.