Cited by 135Student Assessment and FeedbackEducational and Psychological AssessmentsEducational Assessment and Improvement

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

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Van der Kleij, Fabienne M., Vermeulen, Jorine A., Schildkamp, Kim, Eggen, Theo J.H.M.·2015·Assessment in Education: Principles, Policy & Practice

DOI 10.1080/0969594x.2014.999024

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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.

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Authors: Van der Kleij, F. M., Vermeulen, J. A., Schildkamp, K., & Eggen, T. J. H. M.
Affiliations: ,
Cito (Netherlands) (NL)
University of Twente (NL)
ORCID: Vermeulen, Jorine A.
Schildkamp, Kim
Eggen, Theo J.H.M.
Venue: Assessment in Education: Principles, Policy & Practice
Publisher: Informa UK Limited
Published: 2015-01-22
Volume: 22
Issue: 3
Pages: 324-343
ISSN: 0969-594X (ISSN-L)
1465-329X
DOI: 10.1080/0969594x.2014.999024
OpenAlex: W1969930081
Cited by: 135
References: 79
Citations by year: 2026: 4 · 2025: 8 · 2024: 14 · 2023: 19 · 2022: 21 · 2021: 21 · 2020: 12 · 2019: 13 · 2018: 8 · 2017: 7 · 2016: 6 · 2015: 2
FWCI: 38.35
Type: journal article
Language: en
Open access: green
research.utwente.nl
Licence: other-oa
Locations: Assessment in Education Principles Policy and Practice (publishedVersion)
University of Twente Research Information (publishedVersion, other-oa)
Research Bank (Australian Catholic University) (submittedVersion)
University of Twente Research Information (submittedVersion)
Funders: Cito, Institute for Educational Measurement
University of Twente
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Social Sciences › Education › Educational Assessment and Improvement
Keywords: formative assessment, data-driven decision making, assessment for learning, diagnostic testing, student learning, assessment validity

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

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