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

Journal article


van der Kleij, Fabienne, Vermelulen, Jorine, Schildkamp, Kim and Egen, Theo. (2015) Integrating data-based decision making, assessment for learning and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice. 22(3), pp. 324 - 343. https://doi.org/10.1080/0969594X.2014.999024
Authorsvan der Kleij, Fabienne, Vermelulen, Jorine, Schildkamp, Kim and Egen, Theo
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.

Year2015
JournalAssessment in Education: Principles, Policy & Practice
Journal citation22 (3), pp. 324 - 343
ISSN0969-594X
Digital Object Identifier (DOI)https://doi.org/10.1080/0969594X.2014.999024
Page range324 - 343
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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Controlled
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