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<a  href="https://data.mooc.ca/cgi-bin/page.cgi?link=129&action=rd" target="_new">Examining Data Driven Decision Making via Formative Assessment: A Confluence of Technology, Data Interpretation Heuristics and Curricular Policy</a>
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<div><p>Results from the application of a formative assessment tool, CaseMate, in a school setting. Note that assessments are classified as 'knowledge', 'translation' and 'application' (see Edward Kifer, 1997). "Three assertions emerged from the analysis: 1. Curriculum structure and policy can inhibit the implementation of formative assessment; 2. Data access to student assessments is supported by color-coded dashboard displays; 3. Data interpretation varies widely: A hodgepodge of heuristics exists."</p>
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<a  href="https://data.mooc.ca/author/67" style="text-decoration:none;">Gerry Swan</a>, <a  href="https://data.mooc.ca/author/68" style="text-decoration:none;">Joan Mazur</a>, <a  href="https://data.mooc.ca/author/8" style="text-decoration:none;">Alexander Buhmann</a>. 
2011. Examining Data Driven Decision Making via Formative Assessment: A Confluence of Technology, Data Interpretation Heuristics and Curricular Policy.
<a  href="https://data.mooc.ca/feed/42" style="text-decoration:none;">Contemporary Issues in Technology and Teacher Education</a>, <a  href="https://data.mooc.ca/feed/11" style="text-decoration:none;">Open Knowledge Foundation</a>. 
<a  href="https://www.learntechlib.org/primary/d/36021/"  target="_new">https://www.learntechlib.org/primary/d/36021/</a>
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