Yin, Y., Shavelson, R. J., Ayala, C. C., Ruiz-Primo, M. A., Brandon, P. R., Furtak, E. M., Tomita, M. K., & Young, D. B. (2008). On the impact of formative assessment on student motivation, achievement, and conceptual change. Applied Measurement in Education, 21, 335- 359.
Yin and colleagues experimentally test the effect of embedded formative assessment within an inquiry science unit. Participants included science teachers (N = 12) and their students. Teachers were randomly assigned to the experimental group (which included embedded formative assessment) or the control group. Yin and colleagues compared student motivation, achievement, and conceptual change though no significant differences were found between the experimental and control groups. The researchers hypothesize that variability in teachers’ classroom management and the use of informative formative assessment in both groups may have led to non-significant findings.