PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

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• Agrawal, S., Oza, P., Kakkar, R., Tanwar, S., Jetani, V., Undhad, J., & Singh, A. (2024). Analysis and recommendation system-based on PRISMA checklist to write systematic review. Assessing Writing, 61, Article 100866. https://doi.org/10.1016/j.asw.2024.100866
  
  Alt, D., Naamati-Schneider, L., & Weishut, D. J. N. (2023). Competency-based learning and formative assessment feedback as precursors of college students’ soft skills acquisition. Studies in Higher Education, 48(12), 1901–1917. https://doi.org/10.1080/03075079.2023.2217203
  
  Amilusholihah, A., Sobandi, A., Mulyani, H., & Sutarni, N. (2024). Systematic literature review: Efektivitas model problem-based learning kurikulum merdeka pada pembelajaran ekonomi SMA. Ideguru: Jurnal Karya Ilmiah Guru, 9(3), 1635–1643. https://doi.org/10.51169/ideguru.v9i3.1079
  
  Berisha, F., Vula, E., Gisewhite, R., & McDuffie, H. (2024). The effectiveness and challenges implementing a formative assessment professional development program. Teacher Development, 28(1), 19–43. https://doi.org/10.1080/13664530.2023.2210533
  
  Garcia, E. C., Molins, L. L., & Fuertes-Alpiste, M. (2024). Online assessment practices during the pandemic in secondary schools in Catalonia. Technology, Pedagogy and Education, 33(4), 495-511. https://doi.org/10.1080/1475939X.2024.2342354
  
  Gisbert-Cervera, M., Usart, M., & Lázaro-Cantabrana, J. L. (2022). Training pre-service teachers to enhanced digital education. European Journal of Teacher Education, 45(4), 532–547. https://doi.org/10.1080/02619768.2022.2098713
  
  Khajeloo, M., Birt, J. A., Kenderes, E. M., Siegel, M. A., Nguyen, H., Ngo, L. T., Mordhorst, B. R., & Cummings, K. (2022). Challenges and accomplishments of practicing formative assessment: A case study of college biology instructors’ classrooms. International Journal of Science and Mathematics Education, 20(2), 237–254. https://doi.org/10.1007/s10763-020-10149-8
  
  Leighton, J. P. (2019). Students’ interpretation of formative assessment feedback: Three claims for why we know so little about something so important. Journal of Educational Measurement, 56(4), 793–814. https://doi.org/10.1111/jedm.12237
  
  Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: Explanation and elaboration. BMJ (Clinical Research Edition), 339, Article b2700. https://doi.org/10.1136/bmj.b2700
  
  Memisevic, H., Biscevic, I., Hadzic, S., & Kuduzovic, A. (2023). Exploring current trends in education: A review of research topics in the problems of education in the 21st century journal. Problems of Education in the 21st Century, 81(2), 258–268. https://doi.org/10.33225/pec/23.81.258
  
  Rahman, K. A., Hasan, M. K., Namaziandost, E., & Seraj, P. M. I (2021). Implementing a formative assessment model at the secondary schools: Attitudes and challenges. Language Testing in Asia, 11(1), Article 18. https://doi.org/10.1186/s40468-021-00136-3
  
  Wolf, M. K., & Lopez, A. A. (2022). Developing a technology-based classroom assessment of academic reading skills for English language learners and teachers: Validity evidence for formative use. Languages, 7(2), Article 71. https://doi.org/10.3390/languages7020071
  
  Yan, Z., Chiu, M. M., & Keung Cheng, E. C. (2022). Predicting teachers’ formative assessment practices: Teacher personal and contextual factors. Teaching and Teacher Education, 114, 103718. https://doi.org/https://doi.org/10.1016/j.tate.2022.103718
  
  Yoshida, H., Nishizuka, K., & Arimoto, M. (2023). Examining the process of developing evaluative judgement in Japanese elementary schools—Utilising the co-regulation and evaluative judgement model. Assessment in Education: Principles, Policy & Practice, 30(2), 151–176. https://doi.org/10.1080/0969594X.2023.2193332
  
  Yusof, I. J., Mohamad, S. K., Bello, M., Supie, H. S. M., & Ismail, L. H. (2022). Online formative assessment practices among academics of tertiary education in Sokoto State, Nigeria. International Journal of Professional Business Review, 7(3), e0653. https://doi.org/10.26668/businessreview/2022.v7i3.e653