Towards an Integrative Formative Approach of Data-Driven Decision Making, Assessment for Learning, and Diagnostic Testing

Vermeulen, Jorine A. and Kleij van der, Fabienne M. (2012) Towards an Integrative Formative Approach of Data-Driven Decision Making, Assessment for Learning, and Diagnostic Testing. In: Psychometrics in practice at RCEC. RCEC, pp. 162-185. ISBN 9789036533744

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Abstract:	This study concerns the comparison of three approaches to assessment: Data-Driven Decision Making, Assessment for Learning, and Diagnostic Testing. Although the three approaches claim to be beneficial with regard to student learning, no clear study into the relationships and distinctions between these approaches exists to date. The goal of this study was to investigate the extent to which the three approaches can be shaped into an integrative formative approach towards assessment. The three approaches were compared on nine characteristics of assessment. The results suggest that although the approaches seem to be contradictory with respect to some characteristics, it is argued that they could complement each other despite these differences. The researchers discuss how the three approaches can be shaped into an integrative formative approach towards assessment
Item Type:	Book Section
Copyright:	© RCEC, Cito/University of Twente, Enschede, Netherlands, 2012
Faculty:	Behavioural Sciences (BS)
Research Group:	Research Methodology, Measurement and Data Analysis (OMD)
Link to this item:	http://purl.utwente.nl/publications/80202
Official URL:	http://dx.doi.org/10.3990/3.9789036533744.ch10
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