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Papers by Jorine Vermeulen

Http Dx Doi Org 10 1080 0969594x 2014 999024, Jan 22, 2015

Recent research has highlighted the lack of a uniform definition of formative assessment, althoug... more Recent research has highlighted the lack of a uniform definition of formative assessment, although its effectiveness is widely acknowledged. This paper addresses the theoretical differences and similarities amongst three approaches to formative assessment that are currently most frequently discussed in educational research literature: data-based decision making (DBDM), Assessment for Learning (AfL) and diagnostic testing (DT). Furthermore, the differences and similarities in the implementation of each approach were explored. This analysis shows that although differences exist amongst the theoretical underpinnings of DBDM, AfL and DT, the combination of these approaches can create more informed learning environments. The thoughtful integration of the three assessment approaches should lead to more valid formative decisions, if a range of evidence about student learning is used to continuously optimise student learning.

Bmc Med Inform Decis Mak, 2012

A broad range of topics is dealt with in this volume: from combining the psychometric generalizab... more A broad range of topics is dealt with in this volume: from combining the psychometric generalizability and item response theories to the ideas for an integrated formative use of data-driven decision making, assessment for learning and diagnostic testing. A number of chapters pay attention to computerized (adaptive) and classification testing. Other chapters treat the quality of testing in a general

There exist diverse approaches that can be used for cognitive diagnostic assessment, such as mast... more There exist diverse approaches that can be used for cognitive diagnostic assessment, such as mastery testing, constrained latent class analysis, rule space methodology, diagnostic cognitive modeling, and person-fit analysis. Each of these approaches can be used within 1 of the 4 psychometric perspectives on diagnostic testing discussed by Borsboom (2008), that is, the dimensional, diagnostic, constructivist, and causal system perspectives. Bayesian evaluation of informative diagnostic hypotheses is an alternative for each of the other approaches that is more flexible in the diagnostic hypotheses that can be evaluated, and it can be used in each of the 4 psychometric perspectives on diagnostic testing. After being formulated, informative diagnostic hypotheses are evaluated by means of the Bayes factor using only the data from the person to be diagnosed. Already, relatively small diagnostic tests render Bayes factors that provide convincing evidence in favor of 1 of the diagnostic hypotheses under consideration.

Pedagogische Studien

This paper discusses (a) the adequacy of the empty number line as a non-verbal strategy-identific... more This paper discusses (a) the adequacy of the empty number line as a non-verbal strategy-identification method for strategies applied when solving additions and subtractions, and (b) the utility of tablets for identification of such strategies with the number line. One-hundred-twenty-three Dutch third grade students made two addition and subtraction tasks on paper and/or on a tablet, in which they could (voluntarily) use the empty number line. The results show that third grade students rarely use the number line. Additionally, the number line was less frequently used on the tablet. Moreover, students used shorter and more inaccurate strategies on the tablet. The implications of these results for the use of the number line as a non-verbal strategy-identification method, and the utility of tablets, are discussed.

Psychometrics in practice at RCEC, 2012

ABSTRACT This study concerns the comparison of three approaches to assessment: Data-Driven Decisi... more ABSTRACT 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

Standardized tests often group items around a common stimulus. Such groupings of items are called... more Standardized tests often group items around a common stimulus. Such groupings of items are called testlets. The potential dependency among items within a testlet is generally ignored in practice, even though a basic assumption of item response theory (IRT) is that individual items are independent of one another. A technique called tree-based regression (TBR) was applied to identify key features of stimuli that could properly predict the dependence structure of testlet data. Knowledge about these features might help to develop item sets with small testlet effects. This study illustrates the merits of TBR in the analysis of test data.

Assessment in Education: Principles, Policy & Practice, 2015

CADMO, 2014

ABSTRACT This paper reports on a survey of the classroom assessment practices of Dutch primary sc... more ABSTRACT This paper reports on a survey of the classroom assessment practices of Dutch primary school teachers in mathematics education. We investigated, using an online questionnaire, how teachers collect information on their students’ progress and how teachers’ assessment methods, purposes, and beliefs about the usefulness of assessment are related. In total 960 teachers at 557 Dutch primary schools responded to the questionnaire. Observation-based assessment methods of questioning, observing, and correcting written work, were the most frequently – that is weekly – applied methods, whereas instrument-based methods, particularly using textbook tests and student monitoring tests were employed several times a year. Teachers used assessment mainly for formative purposes and they considered the assessment methods they used themselves as most relevant. Keywords: Classroom assessment, Primary school, Mathematics education, Survey study.

Teaching and Teacher Education, 2012

This study is aimed at teachers' classroom practices and their beliefs and emotions regarding the... more This study is aimed at teachers' classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to consider the d/hh students' needs in their teaching practice. However, they showed less willingness to be considerate when the student showed a negative work attitude. With regard to teachers' emotions, positive as well as negative emotions were reported, like enjoyment and frustration. Based on our findings, teachers' pedagogies in inclusive classrooms are discussed.

Psychological Methods, 2014