Open this publication in new window or tab >>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
Keywords
Formative assessment; Response to intervention; Forward-looking assessment; Feedback
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-155927 (URN)10.1016/j.stueduc.2018.12.003 (DOI)000460824100010 ()
2019-04-012019-04-012021-05-10