CoChat
Sign Up
Cited by 135Student Assessment and FeedbackEducational and Psychological AssessmentsEducational Assessment and Improvement

The DOI matches its Crossref record; 76 of the 79 references it cites were found in a registry or an index.

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

Open access
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
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.1080/0969594x.2014.999024

Cites

76 of 76 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

The text we found for this paper looks like another document, so its claims and self-check weren’t run. The registry and citation checks still apply.

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The text we found for this paper looks like another document, so the self-check wasn’t run.

Citations

Cites

Show all 79 references

Research works printed but not linked: 14

  1. 10.1177/016146816907001003 · DOI · Paper page
  2. 10.1111/j.1745-3992.2012.00251.x/full · DOI
  3. Eggen T. J. H. M. (2004). Contributions to the theory and practice of computerized adaptive testing (Doctoral dissertation). University of Twente Enschede. Retrieved from http://www.cito.nl/~/media/cito_nl/Files/Onderzoek%20en%20wetenschap/cito_dissertatie_theo_eggen.ashx
  4. 10.1080/0260293022013860 · DOI
  5. Keeley, P., & Tobey, C. R. (2011). Mathematics formative assessment. Thousand Oaks, CA: Corwin.
  6. Ledoux, G., Blok, H., Boogaard, M., & Krüger, M. (2009). Opbrengstgericht werken. Over waarde van meetgestuurd onderwijs [Data-driven decision making. About the value of measurement oriented education]. SCO-Rapport 812. Amsterdam: SCO-Kohnstamm Instituut. Retrieved from http://dare.uva.nl/document/170475
  7. Ministry of Education, British Columbia, Canada. (2002). Accountability framework. Retrieved from http://www.bced.gov.bc.ca/policy/policies/accountability_framework.htm
  8. Sanders, P. (2011). Het doel van toetsen [The purpose of testing]. In P. Sanders (Ed.), Toetsen op school [Testing at school] (pp. 9–20). Arnhem: Cito. Retrieved from http://www.cito.nl/~/media/cito_nl/Files/Onderzoek%20en%20wetenschap/cito_toetsen_op_school.ashx
  9. 10.1007/978-94-007-4816-3 · DOI
  10. 10.1007/978-94-007-4816-3 · DOI
  11. Shepard L. A. (2005 October). Formative assessment: Caveat emptor. Paper presented at the ETS Invitational Conference The Future of Assessment: Shaping Teaching and Learning New York NY.
  12. Sluijsmans, D., Joosten-ten Brinke, D., & Van der Vleuten, C. (submitted). Toetsen met leerwaarde: Een reviewstudie naar de effectieve kenmerken van formatief toetsen [Testing with learning value: A review study on the effective characteristics of formative assessment]. Manuscript submitted for publication.
  13. Vygotsky, L. S. (1978). Mind in society. London: Harvard University Press.
  14. 10.1007/978-90-481-2660-6 · DOI

Cited by

Sorted by citations

Items 101–134 of 134

Related

See all

Metadata

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
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
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review