A central concern for educational researchers and practitioners regarding formative assessment in Japan is its practice within less predictable educational settings. The scattered research findings on the subject have not allowed for policy formulation and analysis of specific trends from an international perspective. This research builds on Bennett’s critical discussion and aims to create a descriptive review of prior research findings in Japan. Following Bennett’s expanded 15 viewpoints, the present qualitative analysis revealed the following three findings: (1) self-questioning perspectives should be applied to the relevant theories; (2) a consideration of the interconnection between classrooms, schools, and policies to develop assessment systems, including the relation of assessment for formative and summative purposes, is required; and (3) it is necessary to acquire additional sociocultural contexts to sensitively debate student agencies, evaluate formative assessments within a shared community of practice, and contribute to its practical application.
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