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 accessAbstract
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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Cites
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Hooda, M., Rana, C., Dahiya, O., Rizwan, A., & Hossain, M. S. (2022) · Mathematical Problems in Engineering · doi:10.1155/2022/5215722 · Cited by 444
Data-based decision-making for school improvement: Research insights and gaps
Schildkamp, K. (2019) · Educational Research · doi:10.1080/00131881.2019.1625716 · Cited by 347
Self-citationFormative assessment: A systematic review of critical teacher prerequisites for classroom practice
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101602 · Cited by 330
Self-citationA systematic review of prerequisites for implementing assessment for learning in classroom practice
Heitink, M. C., der Kleij, F. M. V., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2015) · Educational Research Review · doi:10.1016/j.edurev.2015.12.002 · Cited by 304
Self-citationMisconceptions about data-based decision making in education: An exploration of the literature
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Self-citation
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)
- 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
- 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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