Integrating data-based decision making, Assessment for Learning and diagnostic testing in formative assessment

Fabienne van der Kleij, Jorine Vermeulen, Kim Schildkamp, Theodorus Johannes Hendrikus Maria Eggen

Research output: Contribution to journalArticleAcademicpeer-review

30 Citations (Scopus)
1 Downloads (Pure)

Abstract

Recent research has highlighted the lack of a uniform definition of formative assessment, although its effectiveness is widely acknowledged. This paper addresses the theoretical differences and similarities amongst three approaches to formative assessment that are currently most frequently discussed in educational research literature: data-based decision making (DBDM), Assessment for Learning (AfL) and diagnostic testing (DT). Furthermore, the differences and similarities in the implementation of each approach were explored. This analysis shows that although differences exist amongst the theoretical underpinnings of DBDM, AfL and DT, the combination of these approaches can create more informed learning environments. The thoughtful integration of the three assessment approaches should lead to more valid formative decisions, if a range of evidence about student learning is used to continuously optimise student learning
Original languageUndefined
Pages (from-to)324-343
JournalAssessment in education
Volume22
Issue number3
DOIs
Publication statusPublished - 22 Jan 2015

Keywords

  • IR-95774
  • METIS-310403

Cite this

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Integrating data-based decision making, Assessment for Learning and diagnostic testing in formative assessment. / van der Kleij, Fabienne; Vermeulen, Jorine; Schildkamp, Kim; Eggen, Theodorus Johannes Hendrikus Maria.

In: Assessment in education, Vol. 22, No. 3, 22.01.2015, p. 324-343.

Research output: Contribution to journalArticleAcademicpeer-review

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T1 - Integrating data-based decision making, Assessment for Learning and diagnostic testing in formative assessment

AU - van der Kleij, Fabienne

AU - Vermeulen, Jorine

AU - Schildkamp, Kim

AU - Eggen, Theodorus Johannes Hendrikus Maria

PY - 2015/1/22

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AB - Recent research has highlighted the lack of a uniform definition of formative assessment, although its effectiveness is widely acknowledged. This paper addresses the theoretical differences and similarities amongst three approaches to formative assessment that are currently most frequently discussed in educational research literature: data-based decision making (DBDM), Assessment for Learning (AfL) and diagnostic testing (DT). Furthermore, the differences and similarities in the implementation of each approach were explored. This analysis shows that although differences exist amongst the theoretical underpinnings of DBDM, AfL and DT, the combination of these approaches can create more informed learning environments. The thoughtful integration of the three assessment approaches should lead to more valid formative decisions, if a range of evidence about student learning is used to continuously optimise student learning

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