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Integrating data-based decision making, assessment for learning and diagnostic testing in formative assessment
van der Kleij, Fabienne Vermelulen, Jorine Schildkamp, Kim Egen, Theo
van der Kleij, Fabienne
Vermelulen, Jorine
Schildkamp, Kim
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.
Keywords
Date
2015
Type
Journal article
Journal
Assessment in Education: Principles, Policy & Practice
Book
Volume
22
Issue
3
Page Range
324-343
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled