liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Forward-looking assessments that support students learning: A comparative analysis of two approaches
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-7420-0801
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
2019 (English)In: Studies in Educational Evaluation, ISSN 0191-491X, E-ISSN 1879-2529, Vol. 60, p. 109-116Article in journal (Refereed) Published
Abstract [en]

In this theoretical paper we describe and compare two forward-looking approaches to assessment, Formative assessment (FA) and Response to intervention (RTI). The purpose is to provide researchers and practitioners with insights that enable more informed decisions regarding forward-looking assessments that support students learning. In the descriptions of FA and RTI a number of key aspects were identified. For FA; classroom context, students involvement, feedback to students, qualitative focus and for RTI; systematic organisation, data based decision making, evidence based instruction and standardized tests. In a subsequent analysis we use a Venn-diagram to highlight the unique key aspects of FA and RTI and common key aspects termed; forward-looking assessment, goals and criteria, and assessment competence. Finally, we argue for a pragmatic view on assessments, that a wide scope of adjustments needs to be considered and that teachers need a comprehensive knowledge about assessment practices and to carefully follow students progress.

Place, publisher, year, edition, pages
ELSEVIER SCIENCE BV , 2019. Vol. 60, p. 109-116
Keywords [en]
Formative assessment; Response to intervention; Forward-looking assessment; Feedback
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-155927DOI: 10.1016/j.stueduc.2018.12.003ISI: 000460824100010OAI: oai:DiVA.org:liu-155927DiVA, id: diva2:1301307
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-04-01

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Search in DiVA

By author/editor
Andersson, UlrikaLöfgren, HåkanGustafson, Stefan
By organisation
Education, Teaching and LearningFaculty of Educational Sciences
In the same journal
Studies in Educational Evaluation
Didactics

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 141 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf