Teachers' views on the use of assessment for learning and data-based decision making in classroom practice

Abstract This paper focuses on classroom assessments, assessment for learning (AfL), and data-based decision making (DBDM) in Dutch secondary education, as well as on prerequisites for implementing AfL and DBDM. Results show that although teachers use various kinds of classroom assessments, such as paper-and-pencil tests and asking students questions, AfL and DBDM have not yet been integrated into teacher practice. Teachers indicated that they conduct peer and self-assessment in only 10% – 25% of their lessons, and use data for instruction in only 25% – 50% of their lessons. A positive attitude towards AfL and DBDM was considered crucial.