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- W2907648067 abstract "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." @default.
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- W2907648067 date "2019-03-01" @default.
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- W2907648067 title "Forward-looking assessments that support students’ learning: A comparative analysis of two approaches" @default.
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- W2907648067 doi "https://doi.org/10.1016/j.stueduc.2018.12.003" @default.
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