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A paradigmatic shift from traditional to online and blended learning environments in higher education has accelerated throughout the twenty-first century, raising questions regarding the transferability of teaching and learning strategies. This systematic literature review (SLR) explores empirical qualitative research concerning formative assessment (FA) and assessment for learning (AfL) in online and blended learning in higher education. It evaluates and synthesises research participants’ and researchers’ perspectives regarding the purpose and value of these strategies and the challenges encountered in implementation. Five education focused bibliographic databases were searched for relevant studies published in the English language between 2011 and July 2022. Data collection and analysis was conducted by one reviewer and facilitated through NVivo. The findings from 20 studies with 429 participants were thematically synthesised and five analytic themes were inductively generated: context affects implementation; value is generally perceived but purpose isn’t always realised; a diverse set of challenges; perceptions of reliability depend on trust and competence; and pathways to improvement. Quality assessment identified high to moderate support for the synthesised findings whilst acknowledging studies’ contextual idiosyncrasies. Despite limitations in the qualitative research base, findings revealed consistently strong valuations of contextual strategy implementation despite diverse challenges being encountered. Fundamental considerations for course designers and implementers in enhancing the value of FA and AfL strategies, promoting meaningful learner engagement, and ensuring the fulfilment of assessment purposes in networked contexts are made.
G. Williams (Mon,) studied this question.