د/ايمان زغلول قاسم

استاذ تكنولوجيا التعليم المشارك بكلية التربية بالزلفي

book B91

Chapter 7. Data-Based Decision Making, Assessment for
Learning, and Diagnostic Testing in Formative Assessment11
Abstract
Recent research has highlighted the lack of a uniform definition of formative assessment,
although its effectiveness is widely acknowledged. This study 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
study shows that although differences exist amongst the theoretical underpinnings of DBDM,
AFL, and DT, possibilities are open for implementing an overarching formative assessment
and formative evaluation approach. Moreover, the integration of the three assessment
approaches can lead to more valid formative decisions. Future research is needed to examine
the actual implementation of a mix of these three approaches, with their associated challenges
and opportunities.

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