This Research Topic seeks to bring forward new empirical research on students’ experiences and emotions toward formative assessment feedback. Research on formative assessment has expanded considerably over the last decades (Lee et al., 2020; Morris et al., 2021; Shute, 2008), and research has identified positive learning effects from the student’s perspective (Weurlander et al., 2012). However, in their extensive review, Van der Kleij and Lipnevich (2021) found that the field of students’ perceptions of assessment feedback lacks clear definitions in addition to deeper relations to theory. Methodological shortcomings in self-reporting feedback studies are also found in Brown and Zhao (2023). Consequently, the relatively large body of research on the topic is isolated and diverse. As such, the existing research offers minimal understanding of the connection between students' perceptions of feedback, their engagement with it, and the outcome of the assessment feedback (Van der Kleij & Lipnevich, 2021). Further, researchers have called for studies that combine students’ perceptions and meaningful outcomes (Van der Kleij & Lipnevich, 2021; Winstone & Nash, 2023). We posit that understanding how students engage with feedback as active agents is critical in understanding feedback effectiveness. As such, considering student voice (Fletcher, 2005) in research on formative assessment is key.

Looking forward, Panadero (2023) asks for feedback studies that view process data and studies that measure the impact of feedback while incorporating concepts from the self-regulated learning field. Additionally, Brown and Harris (2018) encourage feedback researchers to challenge existing methodologies and apply innovative approaches in seeking new knowledge about what students do with and think about feedback. Through reviewing published reviews of feedback research, Van der Kleij et al. (2019) generated a 4-category model of the student role in feedback. Feedback research in the third and fourth categories, which respectively view feedback processes as communicative and dialogic, would particularly add value to better understanding student voices.

Research has pointed at gaps in the knowledge net for all school levels, hence Vogl and Pekrun (2016) stated that emotions towards assessment are mostly negative for all students, yet formative feedback is seen to generate more positive feelings for the students than other forms of feedback. For higher education, Rowe (2017) has pointed to shortcomings regarding students’ emotions in assessment as cognitive and motivational components have been emphasized. Further, maladaptive feedback agency was reported to be exercised by students when teacher-student relationships were affected by mistrust, negativity, or disagreements (Vattøy et al., 2021). Similarly, the middle-grade students’ need for emotional support when assessed is documented by Mandouit and Hattie (2023), highlighting that different assessment forms generate different feelings towards the process. Additionally, Gamlem and Smith’s study (2013) brings important insights as the students report to experience the provided information as positive or negative due to the teachers’ practice. For the same age group, Brooks et al. (2019) raised the question of what middle school students want as opposed to what they need to develop the capability to regulate their own progress. Regarding elementary students, research is still scarce, but promising research highlighting the value of student voice in assessment feedback is emerging in certain contexts (e.g., Brooks et al., 2021).

To keep the assessment field updated, we need to ask questions regarding students’ perceptions and outcomes frequently, especially considering the rapidly emerging challenges with drop-out rates and students’ mental health.

Therefore, we welcome submissions on the following topics, but not limited to:

- Mapping students’ emotions in different assessment situations;
- Elementary students’ view of formative assessment processes and outcomes;
- Assessment environment for different groups/levels of students;
- Longitudinal perspectives on emotions towards formative assessment;
- Theoretical approaches to students’ perceptions of assessment feedback;
- Students’ view of the feedback process as generators of feedback;
- Students’ experiences of use of AI in assessment.

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