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

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.