The DOI matches its Crossref record; 52 of the 55 references it cites were found in a registry or an index.
Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors
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In the citing paper
“The use of data for educational decision making has never been more prevalent”
From Data teams for school improvement (2016) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“teachers often do not use data to its best effect, if at all”
From Data teams for school improvement (2016) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Dutch schools can use several data sources to improve their education, such as data on intake, transfer, and school leavers; school inspection and selfevaluation data; assessment and examination results; and student and parent questionnaire data”
From Data teams for school improvement (2016) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Further, teachers need to be able to transform data into information based on their analysis and interpretation of the data.This step concerns identifying student learning needs”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“When the goals are clear and measurable for both teachers and students, (assessment) data can provide teachers and students with feedback on their progress with regard to these goals”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Transforming data into information through discussing and making sense of data/assessment results (Datnow et al., 2012, 2013; Feldman & Capobianco, 2008; Schildkamp & Kuiper, 2010; Schildkamp et al., 2012; Schildkamp, Karbautzki et al., 2014; Young, 2006)”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“For example, if teachers are resistant toward data use, do not believe that it can lead to improvement, do not believe that data actually reflect on their teaching, and would rather rely on their experiences and intuition, this can hinder data use in schools”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Teachers need to feel that they have sufficient autonomy to make changes in instruction and the curriculum based on data, in DBDM”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Furthermore, buy-in and belief in the use of data are important.Teachers should believe that the use of data can improve the quality of their classroom practice”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Several DBDM studies found that a certain amount of social pressure can enable the use of DBDM”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Data use is in fl uenced by system, organisation and team/individual level factors (Datnow, Park, and Kennedy-Lewis 2013; Schildkamp and Kuiper 2010).”
From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Schildkamp and Kuiper 2010
In the citing paper
“Based on previous research conducted in di ff erent countries (e.g. Schildkamp and Kuiper 2010; Schildkamp, Karbautzki, and Vanhoof 2014; Schildkamp and Poortman 2015; Schildkamp et al. 2017; Schildkamp & Poortman, 2019), we have gained knowledge about the e ff ective features of professional development in the use of data, and we are more aware of the most important enablers and barriers when”
From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Schildkamp and Kuiper 2010
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“School staff can also abuse data or use data for educational triage practices (Gilborn & Youdell, 2000 cited in Booher-Jennings, 2005) or the focus on so-called bubble kids (Booher-Jennings, 2005).”
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3 of the 55 references couldn’t be matched to a known paper.
Research works printed but not linked: 3
- Renkema, 2002, Kwaliteitszorg, wat levert het op?, vol. 15(8)
- The Standing International Conference of Central and General Inspectorates of Education, 2003
- Wayman, J. C., Midgley, S., Stringfield, S. (April 11–15, 2005). Collaborative teams to support data-based decision making and instructional improvement. Paper presented at the American educational research association conference, Montreal.
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Vermeulen, J. A., & der Kleij, F. M. V. (2012) · doi:10.3990/3.9789036533744.ch11 · Cited by 2
Where’s the data to support educators’ data use for instructional practice?
Barnes, N., Brighton, C. M., Fives, H., Meyers, C. V., & Moon, T. R. (2022) · Theory Into Practice · doi:10.1080/00405841.2022.2096379 · Cited by 2
“The idea of DDDM suggests that instructional decisions grounded in data are likely to be more effective than decisions based on intuition (Allal, 2013; Schildkamp & Kuiper, 2010).”
BackgroundData-based decision making, assessment for learning, and diagnostic testing in formative assessment
der Kleij, F. M. V., Vermeulen, J., Schildkamp, K., & Eggen, T. J. H. M. (2013) · University of Twente Research Information · Cited by 2
Self-citationJourney From Data Into Instruction: How Teacher Teams Engage in Data-Driven Inquiry
Barmore, J. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1440864 · Cited by 2
“…who demonstrated a high internal locus of control are more able to take responsibility for deficits noted in data, while teachers with a high external locus of control are more likely to blame factors outside of their control when data reveals gaps in student learning (Schildkamp & Kuiper, 2010).”
BackgroundAbdusyakur, I. (2015) · Cited by 2
Mathematics proficiency of primary school students in Trinidad and Tobago
Khan, S. (n.d.) · ProQuest Demo Repository · Cited by 2
Eliciting teachers’ and students’ technological competences
Heitink, M. C. (2018) · doi:10.3990/1.9789036546850 · Cited by 2
Chingara, R. (2019) · Boloka Institutional Repository (North-west University) · Cited by 2
Adaptive testing for making unidimensional and multidimensional classification decisions
van Groen, M. M. (2014) · doi:10.3990/1.9789462594166 · Cited by 3
Verhoeven, L. T. W., Li, X., Ogunniran, M. O., Wu, R., Chakraborty, A., Vickers, E., Gupta, L., & Macintyre, T. (2022) · UNESCO MGIEP eBooks · doi:10.56383/nfal3758 · Cited by 1
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Helping school leaders see variation and build the capability to improve complex systems
Leger, M.-L., & Gomez, L. M. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1503871 · Cited by 2
Khatib-Abbas, S., & Lipka, O. (2025) · Annals of Dyslexia · doi:10.1007/s11881-025-00331-4 · Cited by 4
“We defined students as ARORD if their raw scores were one standard deviation below the mean performance for the sample, rather than age-or grade-based norms, based on Torppa et al. (2007).”
InfluentialDecabooter, I., Warmoes, A., Gasse, R. V., Consuegra, E., & Struyven, K. (2025) · Education Sciences · doi:10.3390/educsci15080951 · Cited by 1
Environmental science education in Nepal: Historical development, current status, and prospects
Chauhan, R., Dangi, M. B., Rijal, K. P., & Cohen, R. R. H. (2025) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.101853 · Cited by 1
Improving educational quality: the role of quality 4.0 in higher education institutions
Kumar, V., Singh, A., Sharma, N. K., Verma, P., & Kaswan, M. S. (2025) · The TQM Journal · doi:10.1108/tqm-12-2024-0527 · Cited by 7
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Ackerlauer, P., Diego-Mantecón, J. M., & Lavicza, Z. (2026) · Teacher Development · doi:10.1080/13664530.2026.2616491 · Cited by 1
Les évaluations externes à faibles enjeux : les enseignants confrontés à eux-mêmes ?
Rozenwajn, E., & Dumay, X. (2016) · Revue française de pédagogie · doi:10.4000/rfp.4977 · Cited by 1
Assessment Support as Part of Teacher Duties in the Subject of Swedish at the Elementary Level
Fälth, L., Nordström, T., Andersson, U. B., & Gustafson, S. (2019) · International Journal of Learning, Teaching and Educational Research · doi:10.26803/ijlter.18.4.5 · Cited by 1
“A similar method for forward-looking assessment is Data-based Decision Making (DBDM), which may be defined as a systematic analysis of student data, the results of which are used for teaching adaptation (Schildkamp & Kuiper, 2010; Schildkamp, Smit, & Blossing, 2019).”
BackgroundMethodInfluentialEffective Data Use in Online Learning Environments
Higginson, E. R. (2022) · Advances in higher education and professional development book series · doi:10.4018/978-1-6684-5316-2.ch005 · Cited by 1
Data-informed Teacher Training in Islamic Schools to Impact Effective Professional Development
Kholis, N. (2022) · Islamic Studies Journal for Social Transformation · doi:10.28918/isjoust.v6i2.7077 · Cited by 1
Adaptvurder: Study Protocol for an Upcoming Adaptive Reading Test
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Datos balstīta lēmumu pieņemšana attīstības risinājumiem izglītībā
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Éducation et formation aux pratiques inclusives. Tensions entre reproduction et innovation
Pérez, J.-M., Toullec-Théry, M., Dupré, F., Goulet, C., Flavier, É., Assude, T., Tambone, J., Millon-Faure, K., Leroyer, L., Midelet, J., et al. (2024) · doi:10.62688/edul/b9782384510856 · Cited by 1
Situation, reconnaissance, capabilité : des objets philosophiques pour la formation en inclusion
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Distributed Data Systems for Data Driven Decision Making in Education Management
Kayumova, M., Akbarova, S., Makhbuba, A., Avezovna, H. I., Karimova, F., & Makhmudova, F. (2024) · International Conference on Future Networks and Distributed Systems (ICFNDS) · doi:10.1145/3726122.3726233 · Cited by 1
“Hence, the scientific literature on distributed data systems in education provides evidence that would be able to inform the discussion on the integration of hierarchical decision-making models with data analytics [12–14].”
Mauritian principals' responses to total quality management concepts in education
Ah-Teck, C. (2011) · Cited by 1
Schildkamp, K., & Archer, E. (2017) · SensePublishers eBooks · doi:10.1007/978-94-6300-453-4_2
Self-citationVidacovich, C. (2015) · Digital Commons - DU (University of Denver) · Cited by 1
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
The Sustainability of Inclusionary Practices: A Case Study
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Decision Making: Going Beyond the Data
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Different Approaches to Data Use
Maxwell, G. S. (2021) · The enabling power of assessment · doi:10.1007/978-3-030-63539-8_2 · Cited by 1
Framåtsyftande bedömning i tidig läsundervisning : Teori och praktik
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Methodological Approaches: Studying Graduate Outcome Metrics and Educational Governance
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Professional Development Effects on Teachers' Perceptions in Analyzing and Using Student Data
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Data-Driven Decision Making: Teachers' Use of Data in the Classroom
Moriarty, T. (2013) · doi:10.22371/05.2013.011 · Cited by 1
The validity and impact of student perceptions of teaching quality
Bijlsma, H. J. E. (2022) · doi:10.3990/1.9789036554794 · Cited by 1
Online Formative Assessments as Predictors of Student Academic Success
Croteau, J. L. (2011) · ProQuest Demo Repository
Design and implementation of a public school government-to-employee system
Strang, C., & Goldstein, I. (2012) · International Conference on Theory and Practice of Electronic Governance · doi:10.1145/2463728.2463795
“Using educational theory as our lens, we find that teachers and administrators should base their decisions on the evidence provided by multiple data sources [2, 3].”
BackgroundData-based decision making in primary education : an exploratory case study
Kippers, W. B. (2014)
The Predictive and Instructional Value of Interim Assessments.
Pon, K. (2013) · John Spoor Broome Library Institutional Repository (California State University)
Financial decision making in four New Zealand secondary schools
Watson, N. V. (2013) · Unitec Research Bank (Unitec Institute of Technology)
Luo, M. N., Will, J., & Clayburn, C. (2013) · The Advocate · doi:10.4148/2637-4552.1081
“For data use to lead to school improvement, it is important to further research on the concept of data-driven decision making (Schildkamp & Kuiper, 2010) as it continues to impact building level administrators who face ever-increasing public and policy pressure to improve schools and provide…”
MethodUsing 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
Young, C. (2017) · Arrow@dit (Dublin Institute of Technology)
Introducing the Data Team™ Procedure in the School
Schildkamp, K., Handelzalts, A., Poortman, C. L., Leusink, H., Meerdink, M., Smit, M., Ebbeler, J., & Hubers, M. D. (2017) · Springer texts in education · doi:10.1007/978-3-319-58853-7_11
Self-citationRudd, A. S. (2019) · Digital Commons (Liberty University)
Hawn, A. (2019) · doi:10.7916/d8-8yme-sb59
“While Schildkamp and colleagues (Schildkamp and Kuiper, 2010; Schildkamp et al., 2014; Hoogland et al., 2016; Schildkamp et al., 2017) have followed a rigorous program for developing schema and testing factors related to data use, the sources of variance in data use between teachers remains largely…”
BackgroundMethodInfluentialImplementation and validation of an item response theory scale for formative assessment
Berger, S. (2019) · doi:10.3990/1.9789036547932 · Cited by 1
An Incipient Framework on the Factors that Make up Elementary Principals Data Literacy
Przybylski, R. (2018) · Journal of Education & Social Policy · doi:10.30845/jesp.v5n4p7
“When principals are given time, context, and skills to use data, student achievement improves (Schildkamp & Kuiper, 2009).”
BackgroundResearch on Data-driven Teaching Mode of Teachers
Ping, W. (2019) · Science Innovation · doi:10.11648/j.si.20190706.15
“Schildkamp和Kuiper[5]将数据使用(data use)定义为 “系统地分析学校内现有数据源、应用分析结果以创新教 学、课程和学校绩效,以及实施(切实的提升行动)和评 估这些教学策略创新”的过程。”学校可以使用在教学过程 中产生的很多不同类型的数据,包括定量(如评估结果、 调查)和定性(如课堂观察、访谈)。这些数据被用来提 升学生成绩和促进学校发展。例如,教师可以使用数据调 整教学以满足学生的不同需要。此外,关于学校发展,学 校可以根据数据来决定资源的分配、学生的分组和制定其 他相关政策。”
Programming, Research and... Coffee?
Aldewereld, H., & van der Stappen, E. (2019) · Computer Science Education Research Conference · doi:10.1145/3375258.3375264
“Schildkamp and Kuiper published a comprehensive overview of the use of data to inform curriculum development in secondary education [18].”
BackgroundMilton, J. R. (2020) · Carolina Digital Repository (University of North Carolina at Chapel Hill) · doi:10.17615/9n99-7e28
Engaging Teachers in Agile School Improvement
Leslie, L. (2020) · Scholarship@Western (Western University)
Session E - Using data to drive school improvement
Wildy, H. (2012)
Ahmed, A. Y., & Poortman, C. L. (2015)
Adaghe, N. I. (2021) · Unisa Institutional Repository (University of South Africa)
Capacity Building Pedagogy for Diverse Learners
Bohjanen, S. L., Cameron-Standerford, A., & Meidl, T. D. (2021) · IGI Global eBooks · doi:10.4018/978-1-6684-3670-7.ch049
Diagnostic Mathematics Assessment in the Third Grade
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Ophoff, J. G., & Egger, C. (2022) · Studia paedagogica · doi:10.5817/sp2021-4-2
“Thus, it is not surprising that corresponding process descriptions can be found in conceptual frameworks of data-based decision making (e.g., Groß Ophoff & Cramer, in press; Mandinach et al., 2008; Marsh, 2012; Schildkamp & Kuiper, 2010; Schildkamp & Poortman, 2015; Schratz et al., 2018).”
BackgroundInvestigating the Role of Data-Driven Decision-Making Within School Improvement Processes
Fernandes, V. (2020) · IGI Global eBooks · doi:10.4018/978-1-7998-3438-0.ch077
(2022) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-78769-721-820221008
The Development of the Teacher Preparation Technology Inventory
Riegel, C. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1432516
Mapping research approaches to data practices in schools
Krein, U., Hartenstein, A., & Schiefner-Rohs, M. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.1023096
“One focus in this context has been on understanding specific parts of data practice: for example, measurement and monitoring, as well as formative or summative assessment (e.g., Schildkamp and Kuiper, 2010; Selwyn, 2015).”
BackgroundKompensation von pandemiebedingten Lernlücken: Welche Rolle sollte die Diagnostik spielen?
Förster, N., Weber, C., Forthmann, B., Helm, C., & Kemethofer, D. (2023) · Zeitschrift für Bildungsforschung · doi:10.1007/s35834-023-00395-5
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Data-based decision-making (DBDM) in education
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Elting, C., Strobel, R., & Hess, M. (2024) · Hochschulbildung: Lehre und Forschung · doi:10.14361/9783839469385-006
Implementation of the Merdeka Curriculum at Madrasah Tsanawiyah in Aceh Tamiang, Indonesia
Zikriati, Z., Safitri, A., Zulhendra, D., Rouyan, N. M., & Fadillah, M. R. (2024) · Tarbawi Jurnal Keilmuan Manajemen Pendidikan · doi:10.32678/tarbawi.v10i02.10690
“The success of the implementation of the Merdeka curriculum is highly dependent on the government's ability to address these disparities through data-based, innovative, and sustainable policies (Schildkamp & Kuiper, 2010; Yoto et al., 2024; Mufanti et al., 2024).”
The Role of Assessment in Data-Informed Instructional Practice
Abrams, L. M. (2021) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64802-429-020251017
Snyder, J. (2012) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-62396-015-520251017
Making Progress with Growth Models in Education
Koran, J., & Carlson, C. B. (2014) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-62396-788-820251013
Strengthening Collaborative Data Practices in Schools
Cosner, S. (2014) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-62396-788-820251006 · Cited by 1
Middle School Teachers' Perceptions of Data Use Within Professional Learning Communities
Baker, & James, W. (2015)
Implementation of the Core Components of Response to Intervention Models: A Study of Two Schools
Witt, D. (2012) · USF Scholarship Repository (University of San Francisco)
Molenberghs, G., Gasse, R. V., Goffin, E., Mæyer, S. D., & Vanhoof, J. (2026) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2026.101561
Molenberghs, G., Gasse, R. V., Mæyer, S. D., Goffin, E., & Vanhoof, J. (2026) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2026.101574
Zahir, H., Bougroum, M., & SADQAOUI, A. (2026) · Knowledge and Performance Management · doi:10.21511/kpm.10(1).2026.07
Data-Driven Decision Making in Kenyan Secondary Schools: Enablers and Barriers
Omoso, E., & Nakitare, J. (2026) · Journal of School Leadership · doi:10.1177/10526846261429303
“Lack of data training, also known as data illiteracy (Schildkamp & Kuiper, 2010) as reported in all the schools in Table 2, inadequate pressure from SL3 on teachers to use data (Abdusyakur & Poortman, 2019) and inadequate support to use data (Hargreaves & Fullan, 2013) could be contributing to low…”
InfluentialMazumder, P. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.6648818
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
Leading Instruction for Improved Literacy
(2018) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64113-331-920251012
Leading with Data to Improve Instruction
(2018) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64113-331-920251016
Metadata
- Authors
- Schildkamp, K., & Kuiper, W.
- Affiliations
- University of Twente (NL)
- Utrecht University (NL)
- Corresponding author
- Schildkamp, Kim
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2010-04
- Volume
- 26
- Issue
- 3
- Pages
- 482-496
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W2133878615
- Cited by
- 406
- References
- 55
- Citations by year
- 2026: 14 · 2025: 19 · 2024: 23 · 2023: 18 · 2022: 33 · 2021: 29 · 2020: 30 · 2019: 35 · 2018: 24 · 2017: 38 · 2016: 33 · 2015: 30 · 2014: 16 · 2013: 25 · 2012: 26
- FWCI
- 28.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching and Teacher Education (publishedVersion)
- University of Twente Research Information (publishedVersion)
- University of Twente Research Information (submittedVersion)
- Topics
- Social Sciences › Education › Educational Assessment and Improvement
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- data-driven decision making, curriculum reform, educational data use, classroom data, school data, instructional decision-making, school leadership, school improvement, school policy development
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 ›
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