Koizumi, R., Kubo, Y., In’nami, Y., Allen, D. (2025). Washback of formative/alternative assessment. In D. Allen (Ed.), Washback research in language assessment: Fundamentals and contexts (pp. 92–106). Routledge.

ABSTRACT This chapter examines the washback effect of formative and alternative assessments on teaching and learning a second language (L2), particularly in low- and mid-stakes classroom contexts. Formative assessment (FA) refers to assessment that is intended to support teaching and learning, while alternative assessment (AA), or alternatives in assessment, represents a shift away from traditional standardised multiple-choice assessment and encompasses diverse methods, such as performance assessment, self- and peer assessment, and teacher observations. This chapter provides an overview of research in FA and AA from a washback perspective. It describes previous reviews of the literature and highlights the dearth of washback studies focusing on FA/AA and classroom-based assessments. It then presents findings from a systematic review of recent studies indexed in major research databases over approximately five years (2019–2023). The findings of the review highlight the key features of studies on washback of FA/AA, providing insight into how washback research in this area may be similar to or different from washback research in other areas. Finally, we provide implications for theoretical investigations and practices and suggest directions for future research.