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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Mandinach, E. B., & Gummer, E. S. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.07.011 · Cited by 363
“…conducted in this area and reflects an international perspective (Datnow, Park, & Kennedy-Lewis, 2012; Jimerson, 2013; Kerr, Marsh, Ikemoto, Darilek, & Barney, 2006; Schildkamp et al., 2013; Schildkamp & Kuiper, 2010; Schildkamp & Teddlie, 2008; Vanhoof, Verhaeghe, Van Petegem, & Valcke, 2012).”
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“For example, this may include difficulties with analysis and/or translating the data into an action plan (e.g. Brown, Schildkamp, and Hubers 2017; Schildkamp and Kuiper 2010; Schildkamp and Poortman 2015; Schildkamp, Poortman, and Handelzalts 2016).”
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Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
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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
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