Formative assessment: Data use for school improvement

Adamska, M.A. (2016) Formative assessment: Data use for school improvement.

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Abstract:The purpose of this study was to determine the extent to which two formative assessment approaches, data-based decision making and assessment for learning, are used in classrooms by teachers as well as the extent to which the different strategies of AfL. In addition, we studied to what extent user characteristics, namely knowledge and skills and attitude, influence those two approaches. Data was gathered by using an online survey. The context of the research was secondary education. In total, 434 respondents filled out the survey who were teachers from all subjects from 17 schools in the Netherlands. The results of this study show that data-based decision making and assessment for learning were not used often by the teachers in their lessons. A possible explanation for that might be that the teachers do not know how to use assessment data for school improvement. Moreover, attitude did influence significantly one of the approaches of AfL. However, knowledge and skills did have a significant influence. Also, the results of this study indicate that professional development in the use of those approaches is needed, in order for them to be used in their full potential.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/70098
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