Formative Assessment and Teacher Workload in Indonesian Primary Schools: A Systematic Literature Review
DOI:
https://doi.org/10.55927/jeda.v5i2.22Keywords:
Formative Assessment, Teacher Workload, Primary Education, Kurikulum MerdekaAbstract
Formative assessment has become increasingly important in Indonesian primary schools following the implementation of Kurikulum Merdeka, which emphasizes continuous assessment and student-centered learning. However, most previous studies focused on learning outcomes, while the impact on teachers’ workload remains limited. Therefore, this study examined the influence of formative assessment on teacher workload through a Systematic Literature Review (SLR).
This study applied a qualitative descriptive approach using the PRISMA 2020 protocol. Articles were collected from Scopus, ScienceDirect, SpringerLink, and Google Scholar between 2021 and 2026. After the screening process, 21 studies were selected for analysis.
The findings indicate that formative assessment increases teachers’ responsibilities in monitoring student progress, providing feedback, recording assessment results, and preparing reports. Digital and AI-assisted tools can improve efficiency, but challenges related to technological readiness, assessment literacy, and institutional support remain significant. Excessive assessment duties may also affect teachers’ well-being and teaching effectiveness.
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