Teachers' views on the use of assessment for learning and data-based decision making in classroom practice

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Abstract

This paper focuses on classroom assessments, assessment for learning (AfL), and data-based decision making (DBDM) in Dutch secondary education, as well as on prerequisites for implementing AfL and DBDM. Results show that although teachers use various kinds of classroom assessments, such as paper-and-pencil tests and asking students questions, AfL and DBDM have not yet been integrated into teacher practice. Teachers indicated that they conduct peer and self-assessment in only 10% e 25% of their lessons, and use data for instruction in only 25% e 50% of their lessons. A positive attitude towards AfL and DBDM was considered crucial.
Original languageEnglish
Pages (from-to)199-213
Number of pages15
JournalTeaching and teacher education
Volume75
Issue numberOctober
Early online date17 Jul 2018
DOIs
Publication statusPublished - Oct 2018

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