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

van der Kleij, Fabienne M.; Eggen, Theo J.H.M.

doi:10.1016/j.stueduc.2013.04.002

Cited by 31Educational Assessment and ImprovementStudent Assessment and FeedbackEducational Assessment and Pedagogy

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

van der Kleij, Fabienne M., Eggen, Theo J.H.M.·2013·Studies in Educational Evaluation

DOI 10.1016/j.stueduc.2013.04.002

Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1016/j.stueduc.2013.04.002

Cites

44 of 44 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Some teachers do not possess the basic skills needed to interpret score reports from a pupil monitoring system in primary education.
“Van der Kleij and Eggen (2013), for example, found that some teachers do not possess the basic skills needed to interpret score reports from a pupil monitoring system in primary education.”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Van der Kleij and Eggen (2013)
Teachers struggle with interpreting data both classroom and system-generated.
“Whilst DDDM appears to be promising, teachers struggle with interpreting data both classroom and system-generated (van der Kleij & Eggen, 2013).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as van der Kleij & Eggen, 2013
If DDDM is to be encouraged, teachers should be made aware of their usefulness in improving student learning.
“The findings of van der Kleij and Eggen (2013) suggest that if DDDM is to be encouraged, teachers should be made aware of their usefulness in improving student learning.”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as van der Kleij and Eggen (2013)
If teachers' attitude towards data is negative, they will be less inclined to use data to inform practice.
“If teachers' attitude towards data is negative, they will be less inclined to use data to inform practice (Tyler, 2013;van der Kleij & Eggen, 2013).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as van der Kleij & Eggen, 2013
The availability of training for teachers increases their skills and confidence in using data systems to extract useful insights to inform learning and teaching activities.
“In addition, the availability of training for teachers increases their skills and confidence in using data systems to extract useful insights to inform learning and teaching activities (Tyler, 2013;van der Kleij & Eggen, 2013).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as van der Kleij & Eggen, 2013

Designing and Conducting Mixed Methods Research
Robinson, P. M. (2007) · Australian and New Zealand Journal of Public Health · doi:10.1111/j.1753-6405.2007.00096.x · Cited by 23,297 · see citing works
The Power of Feedback
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · see citing works
Working knowledge: how organizations manage what they know
(1998) · Choice Reviews Online · doi:10.5860/choice.35-5167 · Cited by 10,800 · see citing works
Standards for Educational and Psychological Testing
(2007) · Sage eBooks · doi:10.4135/9781412952644.n432 · Cited by 3,137 · see citing works
Evaluation: A Systematic Approach
Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (1979) · Cited by 2,943 · see citing works
Standards for Educational and Psychological Testing.
Jiménez-García, E. (2017) · Revista Española de Pedagogía · doi:10.22550/2174-0909.3051 · Cited by 2,227 · see citing works
Formative assessment: a critical review
Bennett, R. E. (2011) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594x.2010.513678 · Cited by 1,498 · see citing works
Evaluation a systematic approach
Eraut, M. R. (1982) · International Journal of Educational Development · doi:10.1016/0738-0593(82)90010-4 · Cited by 619 · see citing works
Handbook of Test Development
(2011) · Routledge eBooks · doi:10.4324/9780203874776 · Cited by 574 · see citing works
Have We Learned Anything New About the Use of Evaluation?
Weiss, C. A., Jr. (1998) · American Journal of Evaluation · doi:10.1016/s1098-2140(99)80178-7 · Cited by 561 · see citing works
Assessment Literacy for Teachers: Faddish or Fundamental?
Popham, W. J. (2009) · Theory Into Practice · doi:10.1080/00405840802577536 · Cited by 558 · see citing works
Research Methods for Education
Newby, P. (2013) · Routledge eBooks · doi:10.4324/9781315834627 · Cited by 479 · see citing works
Research methods for education
Radford, M. (2011) · Professional Development in Education · doi:10.1080/19415257.2010.498575 · Cited by 435 · see citing works
Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors
Schildkamp, K., & Kuiper, W. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2009.06.007 · Cited by 406 · see citing works
Have We Learned Anything New About the Use of Evaluation?
Weiss, C. H. (1998) · American Journal of Evaluation · doi:10.1177/109821409801900103 · Cited by 384 · see citing works
Strategies to Promote Data Use for Instructional Improvement: Actions, Outcomes, and Lessons fromThree Urban Districts
Kerr, K. A., Marsh, J. A., Ikemoto, G. S., Darilek, H., & Barney, H. (2006) · American Journal of Education · doi:10.1086/505057 · Cited by 341 · see citing works
Teachers' approaches to finding and using research evidence: an information literacy perspective
Williams, D., & Coles, L. (2007) · Educational Research · doi:10.1080/00131880701369719 · Cited by 230 · see citing works
School-Based Management: Reconceptualizing to Improve Learning Outcomes
Fullan, M. J., & Watson, N. (2000) · School Effectiveness and School Improvement · doi:10.1076/sesi.11.4.453.3561 · Cited by 180 · see citing works
School Improvement Through Performance Feedback
Visscher, A. J., & Coe, R. (2013) · Routledge eBooks · doi:10.4324/9781315078175 · Cited by 172 · see citing works
Using Data in Leadership for Learning
Earl, L. M., & Fullan, M. J. (2003) · Cambridge Journal of Education · doi:10.1080/0305764032000122023 · Cited by 170 · see citing works
Transforming Teaching and Learning Through Data-Driven Decision Making
Mandinach, E. B., & Jackson, S. (2012) · Corwin Press eBooks · doi:10.4135/9781506335568 · Cited by 127 · see citing works
School performance feedback systems: Conceptualisation, analysis, and reflection
Visscher, A. J., & Coe, R. (2003) · School Effectiveness and School Improvement · doi:10.1076/sesi.14.3.321.15842 · Cited by 109 · see citing works
The effects of the use of a school self-evaluation instrument
Schildkamp, K., Visscher, A. J., & Luyten, H. (2009) · School Effectiveness and School Improvement · doi:10.1080/09243450802605506 · Cited by 82 · see citing works
School performance feedback systems in the USA and in The Netherlands: a comparison
Schildkamp, K., & Teddlie, C. (2008) · Educational Research and Evaluation · doi:10.1080/13803610802048874 · Cited by 76 · see citing works
Using school performance feedback: perceptions of primary school principals
Verhaeghe, G., Vanhoof, J., Valcke, M., & Petegem, P. V. (2009) · School Effectiveness and School Improvement · doi:10.1080/09243450903396005 · Cited by 69 · see citing works
Factors influencing the utilisation of a school self-evaluation instrument
Schildkamp, K., & Visscher, A. (2009) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2009.12.001 · Cited by 68 · see citing works
Basic Education Reform in China: Untangling the Story of Success
Wang, C., Zhou, Q., & Columbia University. Libraries (2002) · Digital Commons - University of South Florida (University of South Florida) · doi:10.7916/d8hx1pb4 · Cited by 64 · see citing works
Developing Test Score Reports That Work: The Process and Best Practices for Effective Communication
Zenisky, A. L., & Hambleton, R. K. (2012) · Educational Measurement Issues and Practice · doi:10.1111/j.1745-3992.2012.00231.x · Cited by 62 · see citing works
Attitudes towards school self-evaluation
Vanhoof, J., Petegem, P. V., & Mæyer, S. D. (2009) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2009.01.004 · Cited by 56 · see citing works
Understanding schools' use of ‘value added’ data: the psychology and sociology of numbers
Saunders, L. (2000) · Research Papers in Education · doi:10.1080/02671520050128740 · Cited by 53 · see citing works
Technology for School-Based Assessment and Assessment for Learning: Development Principles from New Zealand
Hattie, J., & Brown, G. (2007) · Journal of Educational Technology Systems · doi:10.2190/et.36.2.g · Cited by 51 · see citing works
The influence of competences and support on school performance feedback use
Vanhoof, J., Verhaeghe, G., Verhaeghe, J. P., Valcke, M., & Petegem, P. V. (2010) · Educational Studies · doi:10.1080/03055698.2010.482771 · Cited by 44 · see citing works
Technical and Ethical Issues in Indicator Systems: Doing Things Right and Doing Wrong Things
Fitz-Gibbon, C. T., & Tymms, P. (2002) · Digital Commons - University of South Florida (University of South Florida) · Cited by 38 · see citing works
Public school performance indicators: problems and recommendations
Visscher, A. J. (2001) · Studies In Educational Evaluation · doi:10.1016/s0191-491x(01)00026-8 · Cited by 32 · see citing works
Improving the Utilisation of Management Information Systems in Secondary Schools
Bosker, R., Branderhorst, E. M., & Visscher, A. J. (2007) · School Effectiveness and School Improvement · doi:10.1080/09243450701712577 · Cited by 25 · see citing works
Practices, Issues, and Trends in Student Test Score Reporting
Ryan, J. M. (2015) · Routledge eBooks · doi:10.4324/9780203874776.ch29 · Cited by 25 · see citing works
Variability analysis for effectiveness and improvement in classrooms and schools in upper secondary education in Slovenia: Assessment of/for Learning Analytic Tool
Zupanc, D., Urank, M., & Bren, M. (2009) · School Effectiveness and School Improvement · doi:10.1080/09243450802696695 · Cited by 21 · see citing works
Feedback over schoolprestatie-indicatoren als strategisch instrument voor schoolontwikkeling
(2004) · DOAJ (DOAJ: Directory of Open Access Journals) · Cited by 12 · see citing works
Opbrengstgericht werken: over de waarde van meetgestuurd onderwijs
Ledoux, G., Blok, H., Boogaard, M., & Krüger, M. L. (2009) · UvA-DARE (University of Amsterdam) · Cited by 12 · see citing works
Towards a model of effective school feedback: School heads' points of view
Petegem, P. V., & Vanhoof, J. (2007) · Educational Research and Evaluation · doi:10.1080/13803610701702522 · Cited by 11 · see citing works
Comparison of the reliability of scoring methods of multiple-response items, matching items, and sequencing items
Eggen, T. J. H. M., & Lampe, T. T. M. (2012) · CADMO · doi:10.3280/cad2011-002008 · Cited by 9 · see citing works
Self-citation
School performance feedback systems: Design and implementation issues
Verhaeghe, G. (2011) · Ghent University Academic Bibliography (Ghent University) · Cited by 8 · see citing works
The Effects of Training School Staff for Utilizing Student Monitoring System Data
Staman, L., Visscher, A. J., & Luyten, H. (2013) · IFIP advances in information and communication technology · doi:10.1007/978-3-642-38411-0_1 · Cited by 8 · see citing works
Effecten van ondersteuning bij schoolfeedbackgebruik.
Verhaeghe, G., Vanhoof, J., Valcke, M., & Petegem, P. V. (2011) · Ghent University Academic Bibliography (Ghent University) · Cited by 7 · see citing works

Flagged first, then by citations

1 of the 45 references couldn’t be matched to a known paper.

Sorted by citations

Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101602 · Cited by 330 · see citing works
Prerequisites for data-based decision making in the classroom: Research evidence and practical illustrations
Hoogland, I., Schildkamp, K., van der Kleij, F., Heitink, M., Kippers, W., Veldkamp, B., & Dijkstra, A. M. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.07.012 · Cited by 158 · see citing works
Teachers’ views on the use of assessment for learning and data-based decision making in classroom practice
Kippers, W. B., Wolterinck, C. H. D., Schildkamp, K., Poortman, C. L., & Visscher, A. J. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.06.015 · Cited by 119 · see citing works
Data-based decision making for teacher and student learning: a psychological perspective on the role of the teacher
Prenger, R., & Schildkamp, K. (2018) · Educational Psychology · doi:10.1080/01443410.2018.1426834 · Cited by 101 · see citing works
Goals, data use, and instruction: the effect of a teacher professional development program on reading achievement
van Kuijk, M. F., Deunk, M., Bosker, R., & Ritzema, E. S. (2015) · School Effectiveness and School Improvement · doi:10.1080/09243453.2015.1026268 · Cited by 38 · see citing works
Effects of Digital Score Reporting and Feedback on Students' Learning in Higher Education
Bulut, O., Cutumisu, M., Aquilina, A. M., & Singh, D. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00065 · Cited by 37 · see citing works
Towards valid score reports in the Computer Program LOVS: A redesign study
der Kleij, F. M. V., Eggen, T. J. H. M., & Engelen, R. J. H. (2014) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2014.04.004 · Cited by 19 · see citing works
Self-citation
Teachers' and school leaders' sensemaking of formal achievement data: A conceptual review
Goffin, E., Janssen, R., & Vanhoof, J. (2022) · Review of Education · doi:10.1002/rev3.3334 · Cited by 21 · see citing works
Formative use of test results: A user’s perspective
Otter, D. H., Wools, S., Eggen, T. J. H. M., & Veldkamp, B. P. (2016) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2016.11.002 · Cited by 18 · see citing works
Self-citation
A conceptual framework for Assessment-Informed Differentiation (AID) in the classroom
Eysink, T. H. S., & Schildkamp, K. (2021) · Educational Research · doi:10.1080/00131881.2021.1942118 · Cited by 26 · see citing works
Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023)
Alonzo, D., Quimno, V., Townend, G., & Oo, C. Z. (2024) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-024-09443-8 · Cited by 16 · see citing works
“The findings of van der Kleij and Eggen (2013) suggest that if DDDM is to be encouraged, teachers should be made aware of their usefulness in improving student learning.”
Influential
Formative assessment design : a balancing act
Otter, D. H. (2019) · doi:10.3990/1.9789036548236 · Cited by 12 · see citing works
Computer-based feedback in formative assessment
der Kleij, F. M. V. (2013) · doi:10.3990/1.9789036535809 · Cited by 11 · see citing works
Does learning how to use data mean being motivated to use it? Effects of a data use intervention on data literacy and motivational beliefs of pre-service teachers
Wurster, S., Bez, S., & Merk, S. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101806 · Cited by 10 · see citing works
Principals’ and Teachers’ Comprehension of School Performance Feedback Reports. Exploring Misconceptions from a User Validity Perspective
Goffin, E. J., Janssen, R., & Vanhoof, J. (2023) · Pedagogische Studiën · doi:10.59302/ps.v100i1.13991 · Cited by 8 · see citing works
The relation between teacher-set performance goals and students’ mathematical achievement
Ritzema, E. S., Deunk, M., Bosker, R., & van Kuijk, M. F. (2016) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2016.08.003 · Cited by 8 · see citing works
Examining Score Report Language in Accountability Testing
Roberts, M. R., Gotch, C. M., & Lester, J. N. (2018) · Frontiers in Education · doi:10.3389/feduc.2018.00042 · Cited by 8 · see citing works
Diagnostic assessment in third-grade subtraction: the relation between bridging errors, number of errors and mathematical ability
Vermeulen, J. A., Béguin, A. A., Scheltens, F., & Eggen, T. J. H. M. (2020) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2020.1856038 · Cited by 8 · see citing works
Self-citation
The interplay of user beliefs and situated characteristics in explaining school performance feedback use
Goffin, E., Janssen, R., & Vanhoof, J. (2022) · School Effectiveness and School Improvement · doi:10.1080/09243453.2022.2041048 · Cited by 6 · see citing works
All about validity: an evaluation system for the quality of educational assessment
Wools, S. (2015) · doi:10.3990/1.9789462597099 · Cited by 5 · see citing works
Hitting the mark? A user perspective on the relevance and irrelevance of school performance indicators
Gasse, R. V., Goffin, E., Peeters, L., & Vanhoof, J. (2024) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2024.101416 · Cited by 4 · see citing works
Research Focusing on Assessment Literacy: A Systematic Literature Review
Khalid, N. H. M., Latif, A. B. A., & Yusof, I. J. (2021) · Studies of Applied Economics · doi:10.25115/eea.v39i10.5816 · Cited by 4 · see citing works
Developing Test Performance Communication Solutions in a Teacher-Researcher Partnership
Gotch, C. M., & Roberts, M. R. (2022) · Educational Assessment · doi:10.1080/10627197.2022.2052723 · Cited by 3 · see citing works
Raising the bar for reading comprehension
van Kuijk, M. F. (2014) · University of Groningen research database (University of Groningen / Centre for Information Technology) · Cited by 3 · see citing works
Data-based decision making in einer digitalen Welt: Data Literacy von Lehrpersonen als notwendige Voraussetzung
Bez, S., Tomasik, M. J., & Merk, S. (2023) · Edition ZfE · doi:10.1007/978-3-658-37895-0_14 · Cited by 1 · see citing works
The Role of Feedback Report Characteristics and User Professionalisation in Using Student Monitoring Systems for Data-Driven Decision Making
der Kleij, F. M. V., Visscher, A. J., Staman, L., & Eggen, T. J. H. M. (2016) · SensePublishers eBooks · doi:10.1007/978-94-6300-453-4_6 · Cited by 1 · see citing works
Self-citation
Effective score reporting: establishing evidence-informed principles for outcomes focused score reports
O’Leary, T. (2017) · Minerva Access (University of Melbourne) · Cited by 1 · see citing works
Using Performance Monitoring Data for Teaching Purposes
van Kuijk, M. F., Deunk, M., & Ritzema, L. (2016) · SensePublishers eBooks · doi:10.1007/978-94-6300-453-4_8
Diagnostic Mathematics Assessment in the Third Grade
Vermeulen, J. A. (2021) · doi:10.3990/1.9789036552295
Students’ willingness to engage with feedback from central tests: The influence of cognitive and non-cognitive student characteristics
Molenberghs, G., Gasse, R. V., Goffin, E., Mæyer, S. D., & Vanhoof, J. (2026) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2026.101561
How comparing school performance data can support sensemaking for school development: a Delphi study
Molenberghs, G., Gasse, R. V., Goffin, E., Mæyer, S. D., & Vanhoof, J. (2026) · Research Papers in Education · doi:10.1080/02671522.2026.2667761

Towards valid score reports in the Computer Program LOVS: A redesign study
der Kleij, F. M. V., Eggen, T. J. H. M., & Engelen, R. J. H. (2014) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2014.04.004 · Cited by 19 · see citing works
Self-citation
In the Eye of the Beholder…: A mixed methods research on interpretation, appreciation and use of the dashboard ‘Category Analysis’ for mathematics in Cito LOVS computer program.
Hartgers, F. (2019)
Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports
Shivraj, P., & Ketterlin–Geller, L. R. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00108 · Cited by 3 · see citing works
Because every pupil counts: the success of the pupil monitoring system in The Netherlands
VLUG, K. F. M. (1997) · Education and Information Technologies · doi:10.1023/a:1018629701040 · Cited by 31 · see citing works
MONITORING CURRICULUM IMPLEMENTATION: MAPPING TEACHER BEHAVIORS ON A CONFIGURATION CONTINUUM
U S Department, Welfare, O. E. A., George, A. A., & Hord, S. M. (2016)

Authors: van der Kleij, F. M., & Eggen, T. J. H. M.
Affiliations: Cito (Netherlands) (NL)
ORCID: Eggen, Theo J.H.M.
Venue: Studies in Educational Evaluation
Publisher: Elsevier BV
Published: 2013-09
Volume: 39
Issue: 3
Pages: 144-152
ISSN: 0191-491X (ISSN-L)
DOI: 10.1016/j.stueduc.2013.04.002
OpenAlex: W2087734662
Cited by: 31
References: 45
Citations by year: 2026: 2 · 2024: 2 · 2023: 3 · 2022: 3 · 2021: 3 · 2020: 2 · 2019: 2 · 2018: 3 · 2017: 1 · 2016: 5 · 2015: 2 · 2014: 2 · 2013: 1
FWCI: 6.97
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Studies In Educational Evaluation (publishedVersion)
University of Twente Research Information (publishedVersion)
Research Bank (Australian Catholic University) (submittedVersion)
University of Twente Research Information (submittedVersion)
Topics: Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Education › Educational Assessment and Pedagogy
Keywords: data-driven decision making, teachers, principals, CiTO

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

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

Integrity signals

Claims the paper makes

Claims other papers make about this one

Cites

Cited by

Related

Record

About these checks