School performance feedback systems in the USA and in The Netherlands: a comparison
Abstract
Schools around the world are using instruments for performance feedback, but there is no scientific evidence that they have positive effects on education. This paper compares a School Performance Feedback System (SPFS) used in the USA as an accountability instrument to an SPFS used in The Netherlands. The study employs a unique database: one in which 2 separate countries with 2 distinct performance systems are compared using the same instruments. The use and effects of both SPFSs are compared to acquire more knowledge about the utilization and effects of SPFSs in an international context. Also, the variables which influence SPFSs are presented and then utilized to predict the use of the 2 SPFSs in their 2 separate contexts.
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Teachers often do not use data as well as they could, or do not use it at all.
“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 & Teddlie, 2008
In several DBDM studies, teachers indicated they were only using data because they felt forced to do so or felt pressured by the accountability system, and not because they believed data use to be important for improving classroom practice.
“In several DBDM studies, teachers indicated they were only using data because they felt forced to do so or felt pressured by the accountability system (e.g., social pressure), and not because they believed data use to be important for improving classroom practice”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Teddlie, 2008
A positive attitude implies that teachers are not afraid to make changes based on data.
“A positive attitude also implies that teachers are not afraid to make changes based on data”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Teddlie, 2008
A certain amount of social pressure can enable the use of DBDM.
“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 & Teddlie, 2008
In the DBDM studies, data use was often linked to accountability and high stakes testing, and not to improvement.
“In the DBDM studies, data use was often linked to accountability and high stakes testing, and not to improvement”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Teddlie, 2008
The degree of autonomy influenced teachers' data use.
“Schildkamp and Teddlie (2008), for example, found that the degree of autonomy (e.g., the extent to which teachers feel that they can take measures based on the data) influenced teachers' data use.”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp and Teddlie (2008)
Teachers need to feel that they have sufficient autonomy to make changes in instruction and the curriculum based on data, in DBDM and AfL.
“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 & Teddlie, 2008
There is some evidence that professional development can address some of the prerequisites for formative assessment.
“There is some evidence that professional development can address (some of) these prerequisites (Schildkamp & Poortman, 2015;Schildkamp & Teddlie, 2008;Schildkamp & Visscher, 2010b;Staman et al., 2014).”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Teddlie, 2008
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Wagner, G., & Kampa, N. (2026) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-026-01411-w
- Authors
- Schildkamp, K., & Teddlie, C.
- Affiliations
- University of Twente (NL)
- Louisiana State University (US)
- Corresponding author
- Schildkamp, Kim
- ORCID
- Schildkamp, Kim
- Venue
- Educational Research and Evaluation
- Publisher
- Informa UK Limited
- Published
- 2008-05-20
- Volume
- 14
- Issue
- 3
- Pages
- 255-282
- ISSN
- 1380-3611 (ISSN-L)
- 1744-4187
- OpenAlex
- W2089263620
- Cited by
- 76
- References
- 43
- Citations by year
- 2026: 4 · 2025: 2 · 2024: 1 · 2022: 4 · 2021: 1 · 2020: 4 · 2019: 8 · 2018: 3 · 2017: 4 · 2016: 7 · 2015: 8 · 2014: 1 · 2013: 6 · 2012: 11
- FWCI
- 8.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Research and Evaluation (publishedVersion)
- University of Twente Research Information (publishedVersion)
- University of Twente Research Information (submittedVersion)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Keywords
- school accountability, international comparison of education systems, United States education policy, Dutch education policy
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