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 assessmen

Next-generation care pathways for allergic rhinitis and asthma multimorbidity:a model for multimorbid non-communicable diseases-Meeting Report (Part 1)

International audienceIn all societies, the burden and cost of allergic and chronic respiratory diseases are increasing rapidly. Most economies are struggling to deliver modern health care effectively. There is a need to support the transformation of the health care system for integrated care with organizational health literacy. MASK (Mobile Airways Sentinel NetworK) (1), a new development of the ARIA (Allergic Rhinitis and its Impact on Asthma) initiative, and POLLAR (Impact of Air POLLution on Asthma and Rhinitis, EIT Health) (2), in collaboration with professional and patient organizations in the field of allergy and airway diseases, are proposing real-life integrated care pathways (ICPs) (3)-centred around the patient with rhinitis and using mHealth monitoring of environmental exposure (4).An expert meeting took place at the Pasteur Institute in Paris, December 3, 2018. The aim was to discuss next-generation care pathways: (I) Patient participation, health literacy and self-care through technology-assisted “patient activation”; (II) Implementation of care pathways by pharmacists and (III) Next-generation guidelines assessing the recommendations of GRADE guidelines in rhinitis and asthma using real-world evidence (RWE) assessed by mobile technology.The EU (5) and global political agendas are of great importance in supporting health care transformation. MASK has been recognized by DG Santé as a Good Practice (6) in the field of digitally-enabled, integrated, person-centred care.The one-day meeting objectives were clear (Figure 1). The meeting was followed by a workshop. The present paper reports the background of the two-day meeting

ARIA digital anamorphosis : Digital transformation of health and care in airway diseases from research to practice

Digital anamorphosis is used to define a distorted image of health and care that may be viewed correctly using digital tools and strategies. MASK digital anamorphosis represents the process used by MASK to develop the digital transformation of health and care in rhinitis. It strengthens the ARIA change management strategy in the prevention and management of airway disease. The MASK strategy is based on validated digital tools. Using the MASK digital tool and the CARAT online enhanced clinical framework, solutions for practical steps of digital enhancement of care are proposed.Peer reviewe

ARIA digital anamorphosis: Digital transformation of health and care in airway diseases from research to practice

Digital anamorphosis is used to define a distorted image of health and care that may be viewed correctly using digital tools and strategies. MASK digital anamorphosis represents the process used by MASK to develop the digital transformation of health and care in rhinitis. It strengthens the ARIA change management strategy in the prevention and management of airway disease. The MASK strategy is based on validated digital tools. Using the MASK digital tool and the CARAT online enhanced clinical framework, solutions for practical steps of digital enhancement of care are proposed

Interpretation of the score reports from the Computer Program LOVS by teachers, internal support teachers and principals

Data-driven decision making, such as the decision making that is conducted through the use of pupil monitoring systems, has become increasingly popular in the Netherlands, as it is considered to have promise as a means of increasing pupils’ learning outcomes. The reports generated by the pupil-monitoring Computer Program LOVS (Cito) provide educators with reliable and objective data feedback; however, research has suggested that many users struggle with interpreting these reports. This study aims to investigate the extent to which the reports are correctly interpreted by educators, and to identify various potential stumbling blocks with regards to the interpretation of the reports. The results suggest that users encounter many stumbling blocks in these reports and often cannot interpret them entirely correctl

Effective enactment of Assessment for Learning and student diversity in Australia

This chapter examines implementation of Assessment for Learning (AfL) for diverse students, including students from diverse language and cultural backgrounds, and, in particular, for students with disabilities that affect their learning. Australian national education policy endorses AfL as effective teacher assessment practice. Australian education policy also promotes educational equity for all students, regardless of linguistic or cultural background, or disability, not only in terms of access to schooling but also in terms of access to a high quality and challenging education. This chapter provides an overview of Australian equity policy, the Australian federated system of education policy development and responsibilities, and the recent policy initiative of a national curriculum as context for AfL practice. We identify core principles of AfL with respect to teacher–student interactions for consideration of issues for curriculum and AfL implementation for diverse students. We then provide an overview of international research on AfL for these students. Four Australian examples of pedagogical interactions between teachers and students with disabilities are examined in terms of equity, curriculum, and AfL policy expectations. We conclude that to enact effective AfL for these students, while policy can and should provide an enabling framework, much at present depends on the individual teacher’s in-depth knowledge of students. To achieve effective and equitable implementation of AfL, further resources and professional development support are needed. Suggested guidelines are provided to enhance policy, practice, and research in AfL for diverse students

Student perceptions of assessment feedback: a critical scoping review and call for research

The potential of feedback to enhance students’ performance on a task, strategies, or learning has long been recognized in the literature. However, feedback needs to be utilized by a learner to realize its potential. Hence, examining student perceptions of feedback and their links to effective uptake of feedback has been the focus of much recent feedback research. This paper presents a critical scoping review of the feedback perceptions literature. The review discusses the methods employed by 164 studies published between 1987 and 2018 and synthesizes the main findings across this body of literature. Lacking theoretical frameworks, repetitiveness (not replicability) of studies, and methodological problems observed among the reviewed have resulted in somewhat disappointing conclusions. Based on the findings, we present a framework for future investigations into student perceptions of feedback and suggest several avenues for the future of the field

The contribution of TIMSS to the link between school and classroom factors and student achievement

Worldwide, the interest of policy-makers in participating in studies from the International Association for the Evaluation of Educational Achievement (IEA), such as Trends in International Mathematics and Science Study (TIMSS) has been growing rapidly over the past two decades. These studies offer the opportunity to relate the teaching and learning context to student achievement. This article presents the results of a systematic review of the research literature on TIMSS. Its main purpose is to find out to what extent TIMSS has contributed to insights into ‘what works in education and what does not’, particularly with regard to school and classroom factors. The review was guided by a generic framework developed within the tradition of educational effectiveness research. The review showed that: (a) since 2000, the number of publications which use TIMSS data for secondary analyses aimed at explaining differences in student achievement has increased strongly; (b) a number of studies, especially older ones, did not take account of the specific sample and test design of TIMSS; and (c) there are large differences between countries in school and classroom factors associated with student achievement. In the light of these results, we discuss the benefits and limitations of country and system comparisons