Student group differences in examination results and utilization for policy and school development
Open accessAbstract
At the end of secondary education in The Netherlands, students have to pass a final examination, consisting of an internal school-based assessment and an external national assessment. According to the Dutch inspectorate, to ensure the quality of final examinations, the discrepancy between both assessments must be less than 0.5 points (on a scale from 1 to 10). In the first part of this study, we demonstrate that these examination results are a rich source of data schools can use. We investigated the discrepancy between school and central examination grades for different groups of students and found that the discrepancies for some student groups are too high. The second part of this study focuses on the use of examination results as an important source of data in improvement planning. The results show that final examination results are underutilized and that schools rarely investigate discrepancies for certain student groups.
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Teachers need to be able to transform data into information based on their analysis and interpretation of the data, including identifying student learning needs and determining appropriate actions.
“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 et al., 2012
When 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.
“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 et al., 2012
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Self-citationSchool performance feedback systems in the USA and in The Netherlands: a comparison
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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
Self-citationFactors Influencing the Functioning of Data Teams
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Self-citationSolving student achievement problems with a data use intervention for teachers
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- Authors
- Schildkamp, K., Rekers-Mombarg, L. T. M., & Harms, T. J.
- Affiliations
- University of Twente (NL)
- University of Groningen (NL)
- Corresponding author
- Schildkamp, Kim
- ORCID
- Schildkamp, Kim
- Venue
- School Effectiveness and School Improvement
- Publisher
- Informa UK Limited
- Published
- 2012-06
- Volume
- 23
- Issue
- 2
- Pages
- 229-255
- ISSN
- 0924-3453 (ISSN-L)
- 1744-5124
- OpenAlex
- W2044764801
- Cited by
- 35
- References
- 9
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 2 · 2022: 3 · 2021: 1 · 2020: 2 · 2019: 5 · 2018: 2 · 2017: 5 · 2016: 6 · 2015: 4 · 2014: 1 · 2013: 2
- FWCI
- 4.57
- Type
- journal article
- Language
- en
- Open access
- green
- research.rug.nl
- Licence
- other-oa
- Locations
- School Effectiveness and School Improvement (publishedVersion)
- University of Groningen research database (University of Groningen / Centre for Information Technology) (publishedVersion, other-oa)
- University of Twente Research Information (publishedVersion)
- University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion)
- University of Twente Research Information (submittedVersion)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Education › Educational Assessment and Pedagogy
- Social Sciences › Education › School Choice and Performance
- Keywords
- final examinations, classroom assessment, national assessment, underachievement, school improvement planning, education policy, school development, secondary education
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