Martin J. Tomasik|Stéphanie Berger|Urs Moser
On the Development of a Computer-Based Tool for Formative Student Assessment: Epistemological, Methodological, and Practical Issues
University of Zurich|Witten/Herdecke University|University of Zurich|University of Twente|University of Zurich
formative assessments schools potential improve students learning outcomes selfregulation skills make learning visible provide evidencebased guidelines setting pursuing individual learning goals recent introduction computerbased formative assessment systems educational contexts much hope systems provide teachers students valuable information guide learning process without taking much time teaching learning spend generating evaluating interpreting assessments paper combine theoretical applied perspectives addressing epistemological aspects formative assessment emphasis data collection model building interpretation b methodological challenges providing feedback context instruction classroom c practical requirements related challenges setting delivering assessment system large number students epistemological section develop explicate interpretive argument formative assessment discuss challenges obtaining data high validity methodological perspective argue computerbased formative assessment systems generally superior traditional methods providing feedback classroom better allow supporting inferences interpretive argument section practical requirements first introduce existing computerbased formative assessment system case point discussing related practical challenges topics covered section comprise specifications assessment content calibration maintenance item bank challenges concerning teachers students assessment literacy well ethical dataprotection requirements conclude outlook possible future directions computerbased formative assessment systems field general