| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Academic resilience: underlying norms and validity of definitions
|
Ye, Wangqiong
|
|
|
|
1 |
p. 169-202
|
artikel
|
| 2 |
Aiding culturally responsive assessment in schools in a globalising world
|
Nortvedt, Guri A.
|
|
|
|
1 |
p. 5-27
|
artikel
|
| 3 |
A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools
|
Covay Minor, Elizabeth
|
|
2014
|
|
1 |
p. 29-48
|
artikel
|
| 4 |
An item response theory and Rasch analysis of the NUDKS: a data literacy scale
|
Trantham, Pamela S.
|
|
|
|
1 |
p. 113-135
|
artikel
|
| 5 |
Approaching assessment from a learning perspective: Elevating assessment beyond technique
|
Simms, Michele
|
|
2013
|
|
1 |
p. 95-104
|
artikel
|
| 6 |
A review of research on teachers’ use of student data: from the perspective of school leadership
|
Sun, Jingping
|
|
2016
|
|
1 |
p. 5-33
|
artikel
|
| 7 |
Assessing education program learning outcomes
|
Bahous, Rima
|
|
2010
|
|
1 |
p. 21-39
|
artikel
|
| 8 |
Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach
|
Glassow, Leah Natasha
|
|
|
|
1 |
p. 105-137
|
artikel
|
| 9 |
Assessing the quality of teachers’ teaching practices
|
Chen, Weiyun
|
|
2011
|
|
1 |
p. 25-41
|
artikel
|
| 10 |
Change in test-taking motivation and its relationship to test performance in low-stakes assessments
|
Penk, Christiane
|
|
2016
|
|
1 |
p. 55-79
|
artikel
|
| 11 |
Classroom observation systems in context: A case for the validation of observation systems
|
Liu, Shuangshuang
|
|
2019
|
|
1 |
p. 61-95
|
artikel
|
| 12 |
Community participation in international development education quality improvement efforts: current paradoxes and opportunities
|
Kendall, Nancy
|
|
2015
|
|
1 |
p. 65-83
|
artikel
|
| 13 |
Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study
|
Lucksnat, Christin
|
|
|
|
1 |
p. 75-106
|
artikel
|
| 14 |
Competence Profile School Management (CPSM) – an inventory for the self-assessment of school leadership
|
Huber, Stephan Gerhard
|
|
2010
|
|
1 |
p. 65-88
|
artikel
|
| 15 |
Correction to: Accountability in the evaluation of teacher effectiveness: views of teachers and administrators
|
Fan, Xumei
|
|
|
|
1 |
p. 139
|
artikel
|
| 16 |
Correction to: An application of importance-performance analysis to students’ evaluation of teaching
|
Cladera, Magdalena
|
|
|
|
1 |
p. 137
|
artikel
|
| 17 |
Culturally responsive student assessment and quality work in higher education
|
Skedsmo, Guri
|
|
|
|
1 |
p. 1-4
|
artikel
|
| 18 |
Data-driven approaches to education governance and their implications
|
Skedsmo, Guri
|
|
|
|
1 |
p. 1-4
|
artikel
|
| 19 |
Developing the theory of formative assessment
|
Black, Paul
|
|
2009
|
|
1 |
p. 5-31
|
artikel
|
| 20 |
Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK)
|
Jüttner, Melanie
|
|
2013
|
|
1 |
p. 45-67
|
artikel
|
| 21 |
Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”?
|
Borch, Iris
|
|
|
|
1 |
p. 83-102
|
artikel
|
| 22 |
Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science
|
Gladushyna, Olesya
|
|
|
|
1 |
p. 203-227
|
artikel
|
| 23 |
Does a teacher’s classroom observation rating vary across multiple classrooms?
|
Lei, Xiaoxuan
|
|
2017
|
|
1 |
p. 27-46
|
artikel
|
| 24 |
Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments
|
Strello, Andrés
|
|
|
|
1 |
p. 139-167
|
artikel
|
| 25 |
Editorial
|
MacBeath, John
|
|
2012
|
|
1 |
p. 1-4
|
artikel
|
| 26 |
Editorial
|
MacBeath, John
|
|
2011
|
|
1 |
p. 1-4
|
artikel
|
| 27 |
Editorial
|
Edge, Karen
|
|
2013
|
|
1 |
p. 1-2
|
artikel
|
| 28 |
Editorial
|
Edge, Karen
|
|
2014
|
|
1 |
p. 1-4
|
artikel
|
| 29 |
Editorial
|
Moos, Lejf
|
|
2010
|
|
1 |
p. 1-3
|
artikel
|
| 30 |
Editorial: Data Use—a Key to Improve Teaching and Learning?
|
Huber, Stephan Gerhard
|
|
2016
|
|
1 |
p. 1-3
|
artikel
|
| 31 |
Editorial: Participatory research and evaluation approaches in developing contexts: reviewing evidence on professional practice and capacity development
|
Marphatia, Akanksha A.
|
|
2015
|
|
1 |
p. 1-3
|
artikel
|
| 32 |
Education and social transformation in India: a role for action-based research and evaluation?
|
Sudarshan, Ratna M.
|
|
2015
|
|
1 |
p. 85-92
|
artikel
|
| 33 |
Enhanced use of educational accountability data to monitor educational progress of Australian students with focus on Indigenous students
|
Cumming, Joy
|
|
|
|
1 |
p. 29-51
|
artikel
|
| 34 |
Erratum to: A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools
|
Covay Minor, Elizabeth
|
|
2014
|
|
1 |
p. 49
|
artikel
|
| 35 |
Erratum to: Change in test-taking motivation and its relationship to test performance in low-stakes assessments
|
Penk, Christiane
|
|
2016
|
|
1 |
p. 81-82
|
artikel
|
| 36 |
Erratum to: Why school based assessment is not a universal feature of high stakes assessment systems?
|
Lamprianou, Iasonas
|
|
2009
|
|
1 |
p. 89-90
|
artikel
|
| 37 |
Evaluation of the Parent-implemented Communication Strategies (PiCS) project using the Multiattribute Utility (MAU) approach
|
Stoner, Julia B.
|
|
2011
|
|
1 |
p. 57-73
|
artikel
|
| 38 |
Evolution of quality culture in an HEI: critical insights from university staff in Bangladesh
|
Rahnuma, Naureen
|
|
|
|
1 |
p. 53-81
|
artikel
|
| 39 |
Evolving data use policy in Trinidad and Tobago: the search for actionable knowledge on educational improvement in a small island developing state
|
De Lisle, Jerome
|
|
2015
|
|
1 |
p. 35-60
|
artikel
|
| 40 |
First editorial
|
MacBeath, John
|
|
2009
|
|
1 |
p. 1-4
|
artikel
|
| 41 |
Formative assessment systems: evaluating the fit between school districts’ needs and assessment systems’ characteristics
|
Militello, Matthew
|
|
2010
|
|
1 |
p. 29-52
|
artikel
|
| 42 |
Formulation and realisation of evaluation policy: inconcistencies and problematic issues
|
Skedsmo, Guri
|
|
2010
|
|
1 |
p. 5-20
|
artikel
|
| 43 |
From good ideas to good practice: putting teachers at the center of education improvement, where they belong
|
Muskin, Joshua A.
|
|
2015
|
|
1 |
p. 93-102
|
artikel
|
| 44 |
Getting assessment right at the classroom level: using formative assessment for decision making
|
Curry, Katherine A.
|
|
2015
|
|
1 |
p. 89-104
|
artikel
|
| 45 |
Good education in an age of measurement: on the need to reconnect with the question of purpose in education
|
Biesta, Gert
|
|
2008
|
|
1 |
p. 33-46
|
artikel
|
| 46 |
Grade retention in Spain: the right way?
|
Lopez-Agudo, Luis Alejandro
|
|
|
|
1 |
p. 53-74
|
artikel
|
| 47 |
How are teachers positioned in evaluation procedures?
|
Skedsmo, Guri
|
|
|
|
1 |
p. 1-3
|
artikel
|
| 48 |
How are we approaching data-informed practice? Development of the Survey of Data Use and Professional Learning
|
Jimerson, Jo Beth
|
|
2015
|
|
1 |
p. 61-87
|
artikel
|
| 49 |
How sensitive are the evaluations of a school’s effectiveness to the selection of covariates in the applied value-added model?
|
Levy, Jessica
|
|
|
|
1 |
p. 129-164
|
artikel
|
| 50 |
“I am here for the students”: principals’ perception of accountability amid work intensification
|
Wang, Fei
|
|
|
|
1 |
p. 33-56
|
artikel
|
| 51 |
Impact of school inspections on improvement of schools—describing assumptions on causal mechanisms in six European countries
|
Ehren, M. C. M.
|
|
2012
|
|
1 |
p. 3-43
|
artikel
|
| 52 |
Implementing school-based assessment reforms to enhance student learning: a systematic review
|
Oo, Cherry Zin
|
|
|
|
1 |
p. 7-30
|
artikel
|
| 53 |
Implementing the mandate: the limitations of benchmark tests
|
Bancroft, Kim
|
|
2010
|
|
1 |
p. 53-72
|
artikel
|
| 54 |
Is Canada really an education superpower? The impact of non-participation on results from PISA 2015
|
Anders, Jake
|
|
|
|
1 |
p. 229-249
|
artikel
|
| 55 |
Item position effects in listening but not in reading in the European Survey of Language Competences
|
Christiansen, Andrés
|
|
|
|
1 |
p. 49-69
|
artikel
|
| 56 |
Learning as identity and practice through involvement in online moderation
|
Adie, Lenore
|
|
2011
|
|
1 |
p. 43-56
|
artikel
|
| 57 |
Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students’ motivational orientations
|
Maag Merki, Katharina
|
|
2016
|
|
1 |
p. 23-54
|
artikel
|
| 58 |
Making sense out of measurement non-invariance: how to explore differences among educational systems in international large-scale assessments
|
Cuellar, Edwin
|
|
|
|
1 |
p. 9-25
|
artikel
|
| 59 |
Measures of long-term trends in mathematics: linking large-scale assessments over 50 years
|
Majoros, Erika
|
|
|
|
1 |
p. 71-103
|
artikel
|
| 60 |
Mixing methods in randomized controlled trials (RCTs): Validation, contextualization, triangulation, and control
|
Spillane, James P.
|
|
2010
|
|
1 |
p. 5-28
|
artikel
|
| 61 |
Navigating educational challenges: insights into accountability, support and teacher professionalism in diverse contexts
|
Skedsmo, Guri
|
|
|
|
1 |
p. 1-5
|
artikel
|
| 62 |
Peer observations among faculty in a college of education: investigating the summative and formative uses of the Reformed Teaching Observation Protocol (RTOP)
|
Amrein-Beardsley, Audrey
|
|
2011
|
|
1 |
p. 5-24
|
artikel
|
| 63 |
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality
|
Luoto, Jennifer
|
|
|
|
1 |
p. 105-128
|
artikel
|
| 64 |
Principals may inflate teacher evaluation scores to achieve important goals
|
Jones, Eli
|
|
|
|
1 |
p. 57-88
|
artikel
|
| 65 |
Reaching a conclusion—procedures and processes of judgement formation in school inspection teams
|
Dedering, Kathrin
|
|
2016
|
|
1 |
p. 5-22
|
artikel
|
| 66 |
Recalibrating baseline evidence in Burundi, Malawi, Senegal and Uganda: exploring the potential of multi-site, national-level stakeholder engagement in participatory evaluation
|
Edge, Karen
|
|
2013
|
|
1 |
p. 41-64
|
artikel
|
| 67 |
Re-contextualization of school quality assessment policies: an ethnography approach to SIMCE on Chilean disadvantaged schools
|
Contreras, Paulina
|
|
|
|
1 |
p. 31-52
|
artikel
|
| 68 |
Reframing conversations about teacher quality: school and district administrators’ perceptions of the validity, reliability, and justifiability of a new teacher evaluation system
|
Paufler, Noelle A.
|
|
2019
|
|
1 |
p. 33-60
|
artikel
|
| 69 |
Representations of student performance data in local education policy
|
Prøitz, Tine Sophie
|
|
|
|
1 |
p. 89-111
|
artikel
|
| 70 |
Re-reviewing item parameter equivalence in TIMSS 2015 from a sociocognitive perspective
|
Yıldırım, Hüseyin H.
|
|
|
|
1 |
p. 27-48
|
artikel
|
| 71 |
Resistance to classroom observation in the context of teacher evaluation: teachers’ and department heads’ experiences and perspectives
|
Lima, Jorge Ávila de
|
|
2017
|
|
1 |
p. 7-26
|
artikel
|
| 72 |
School accountability and teacher stress: international evidence from the OECD TALIS study
|
Jerrim, John
|
|
|
|
1 |
p. 5-32
|
artikel
|
| 73 |
Science teachers’ interactions with resources for formative assessment purposes
|
Staberg, Ragnhild Lyngved
|
|
|
|
1 |
p. 5-35
|
artikel
|
| 74 |
Standardization and assessment practices
|
Huber, Stephan Gerhard
|
|
2017
|
|
1 |
p. 1-3
|
artikel
|
| 75 |
Standards and assessment: coherence from the teacher’s perspective
|
Bonner, Sarah M.
|
|
2018
|
|
1 |
p. 71-92
|
artikel
|
| 76 |
Sustaining continued acceleration in reading comprehension achievement following an intervention
|
Lai, Mei Kuin
|
|
2009
|
|
1 |
p. 81-100
|
artikel
|
| 77 |
Swedish students’ everyday school life and teachers’ assessment dilemmas: peer strategies for ameliorating schoolwork for assessment
|
Rönn, Charlotta
|
|
|
|
1 |
p. 37-66
|
artikel
|
| 78 |
Teacher behavior and student outcomes: Results of a European study
|
Panayiotou, Anastasia
|
|
2014
|
|
1 |
p. 73-93
|
artikel
|
| 79 |
Teacher evaluation and school improvement: An analysis of the evidence
|
Hallinger, Philip
|
|
2014
|
|
1 |
p. 5-28
|
artikel
|
| 80 |
Teacher evaluation: the need for valid measures and increased teacher involvement
|
Skedsmo, Guri
|
|
2018
|
|
1 |
p. 1-5
|
artikel
|
| 81 |
Teacher log of students’ opportunity to learn and classroom observation: an initial investigation of convergence
|
Arnold-Berkovits, Ilona
|
|
2018
|
|
1 |
p. 97-119
|
artikel
|
| 82 |
Teachers’ and school administrators’ attitudes and beliefs of teacher evaluation: a preliminary investigation of high poverty school districts
|
Reddy, Linda A.
|
|
2017
|
|
1 |
p. 47-70
|
artikel
|
| 83 |
Teachers gaming the system: exploring opportunistic behaviours in a low-stakes accountability system
|
Ferrer-Esteban, Gerard
|
|
|
|
1 |
p. 107-137
|
artikel
|
| 84 |
Teachers matter: Measures of teacher effectiveness in low-income minority schools
|
Mangiante, Elaine M. Silva
|
|
2010
|
|
1 |
p. 41-63
|
artikel
|
| 85 |
Teacher supervision practices and characteristics of in-school supervisors in Uganda
|
Kalule, Lawrence
|
|
2014
|
|
1 |
p. 51-72
|
artikel
|
| 86 |
The effects of a data use intervention on educators’ satisfaction and data literacy
|
Ebbeler, Johanna
|
|
2016
|
|
1 |
p. 83-105
|
artikel
|
| 87 |
The first seven years at school
|
Tymms, Peter
|
|
2008
|
|
1 |
p. 67-80
|
artikel
|
| 88 |
The integrity of educational outcome measures in international assessments
|
Strietholt, Rolf
|
|
|
|
1 |
p. 1-7
|
artikel
|
| 89 |
The journey from rhetoric to reality: participatory evaluation in a development context
|
Chouinard, Jill Anne
|
|
2014
|
|
1 |
p. 5-39
|
artikel
|
| 90 |
The representation of feedback literature in classroom observation frameworks: an exploratory study
|
Ruelmann, Merle
|
|
|
|
1 |
p. 67-104
|
artikel
|
| 91 |
The urgent need for new approaches in school evaluation to enable Scotland’s Curriculum for Excellence
|
MacKinnon, Niall
|
|
2011
|
|
1 |
p. 89-106
|
artikel
|
| 92 |
The voice of the pupils: an experimental comparison of decisions made by elected pupil councils, pupils in referenda, and teaching staff
|
Gilljam, Mikael
|
|
2009
|
|
1 |
p. 73-88
|
artikel
|
| 93 |
Top-down and bottom-up approaches to improve educational quality: their intended and unintended consequences
|
Skedsmo, Guri
|
|
2019
|
|
1 |
p. 1-4
|
artikel
|
| 94 |
To trust or not to trust?—teacher marking versus external marking of national tests
|
Gustafsson, Jan-Eric
|
|
2013
|
|
1 |
p. 69-87
|
artikel
|
| 95 |
Underperforming teachers: the impact on co-workers and their responses
|
Ouweland, Loth Van Den
|
|
2019
|
|
1 |
p. 5-32
|
artikel
|
| 96 |
Using data to support educational improvement
|
Campbell, Carol
|
|
2008
|
|
1 |
p. 47-65
|
artikel
|
| 97 |
Using the dynamic approach to school improvement to promote quality and equity in education: a European study
|
Kyriakides, Leonidas
|
|
2018
|
|
1 |
p. 121-149
|
artikel
|
Tijdschrift beschrijving