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Cited by 119Student Assessment and FeedbackEducational Assessment and ImprovementEvaluation of Teaching Practices

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

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Kippers, Wilma B., Wolterinck, Christel H.D., Schildkamp, Kim, Poortman, Cindy L., Visscher, Adrie J.·2018·Teaching and Teacher Education
DOI 10.1016/j.tate.2018.06.015
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  • Teachers are likely to integrate aspects of DBDM and AfL in their classroom practice.

    “In their classroom practice, teachers are likely to integrate aspects of DBDM and AfL (Kippers et al., 2018), which suggests that all of the prerequisites discussed above matter.”

    From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Kippers et al., 2018

    Section 5.2, “The use of AfL and DBDM” (page unavailable), concludes that, on average, teachers do not yet use AfL and DBDM in daily classroom practice. Section 5.5 likewise says these strategies are not frequently used. That runs contrary to the claim that teachers are likely to integrate aspects of both in their practice. (LLM, conf=0.84)

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  • Examinations have often been noted as the most used assessment practice in many contexts.

    “In classroom assessment, examinations have often been noted as the most used practice in many contexts (e.g., Cotton, 2017; Kippers et al., 2018).”

    From Diversity of assessment practices and student perceptions of assessment in Finland (2025) · cites this paper as Kippers et al., 2018

    Section 4.1 reports that all twelve teachers used paper-and-pencil tests, making them one of the most commonly reported practices alongside asking questions. Section 5.1 likewise lists tests among the most frequently used assessments. The study concerns twelve teachers in Dutch secondary education; it does not establish that examinations are the most used practice across many contexts. (LLM, conf=0.87)

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Research works printed but not linked: 3

  1. Kippers, W. B., Schildkamp, K., & Poortman, C. L. (2016, April). The use of formative assessment by teachers in secondary education in the Netherlands. Paper pre- sented at the American Educational Research Association conference, Wash- ington D.C., USA.
  2. OECD. (2008). Assessment for learning. Formative assessment. In OECD/CERI Inter- national conference "learning in the 21st Century: Research, innovation and pol- icy". Retrieved October, 17, 2016 from http://www.oecd.org.nl. OECD. (2016). PISA 2015. Results in focus. Retrieved November, 22, 2017 from http://www.oecd.org.nl.
  3. O'Leary, M., Lysaght, Z., & Ludlow, L. (2013). A measurement instrument to evaluate teachers' assessment for learning classroom practices. The International Journal of Educational and Psychological Assessment, 14(2), 40e60. https://doi.org/ 10.13140/2.1.1289.0241. · DOI

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Authors
Kippers, W. B., Wolterinck, C. H. D., Schildkamp, K., Poortman, C. L., & Visscher, A. J.
Affiliations
University of Twente (NL)
Corresponding author
Kippers, Wilma B.
ORCID
Venue
Teaching and Teacher Education
Publisher
Elsevier BV
Published
2018-10
Volume
75
Pages
199-213
ISSN
0742-051X (ISSN-L)
DOI
10.1016/j.tate.2018.06.015
OpenAlex
W2884792490
Cited by
119
References
46
Citations by year
2026: 12 · 2025: 5 · 2024: 23 · 2023: 18 · 2022: 26 · 2021: 17 · 2020: 14 · 2019: 3 · 2017: 1
FWCI
27.62
Type
journal article
Language
en
Open access
Licence
Locations
  • Teaching and Teacher Education (publishedVersion)
  • University of Twente Research Information (submittedVersion, other-oa)
Funders
  • Ministry of Education, Culture and Science (61500-120437)
  • Stichting Carmelcollege
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
  • Social Sciences › Education › Evaluation of Teaching Practices
Keywords
assessment for learning, data-driven decision making, classroom assessment, teacher attitudes, secondary education, peer assessment, self-assessment, implementation prerequisites

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