Filip Dochy
Biographic Data
| ID | 3655566 |
|---|---|
| NAME | Filip Dochy |
| GIVEN NAMES | Filip |
| FAMILY NAME | Dochy |
| SIGNATURE | DOCHY F |
| AFFILIATIONS | KU Leuven |
| VERIFIED | No |
| TOTAL WORKS | 48 |
| TOTAL CITATIONS | 87 |
| AUTHOR COUNT | 48 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 5 |
A review on leadership and leadership development in educational settings
Teacher autonomy and collaboration
Exploring the occurrence of team learning behaviours in project teams over time
The aim of this qualitative longitudinal study is to create a more in-depth picture of the emergence of team learning behaviours throughout the lifespan of temporary project teams. In order to grasp the emergence of these behaviours, three project teams were followed from the start until the end of their project during a period of three months. Three team meetings spread over time were audiotaped and coded using a coding schema set-up to identify…
Applied PhD research in a work-based environment
Activity theory is used to compare PhD undertaken at university, that is, academic PhD, with PhD performed in collaboration with industry, that is, semi-industrial PhD. The research is divided into a literature review and a case study. Semi-industrial and academic PhD are modelled as activity systems, and differences are highlighted in terms of subject, community, division of labour and instruments. Semi-industrial PhD involve interaction with pe…
Teacher collaboration
A phenomenographic analysis of the implementation of competence-based education in higher education
Informal learning of primary school teachers
The contribution of assessment experiences to student teachers' self-efficacy in competence-based education
Student self-assessment
The best way to define the reading of Student Self-assessment: Assessment, Learning and Empowerment is as a learning experience, even for scholars who have conducted research in self-assessment. Th
Development and Validation of a Questionnaire on Informal Workplace Learning Outcomes
Lifelong learning has become a necessity for individuals' employability and a source of sustainable competitive advantage for organisations. Learning does not only occur through education and training, informal learning—learning from engagement in daily work-related activities—is considered an important source for establishing a sustainable change aimed at achieving individual and organisational goals. The purpose of this study is to develop and …
A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings?
The construct validity and predictive validity of a self-efficacy measure for student teachers in competence-based education
Student-centred teaching methods
The effects of different learning environments on students' motivation for learning and their achievement
Background. Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement.Aim. The purpose of the study is to investigate the…
Identifying configurations of perceived teacher autonomy support and structure
Psychologically controlling teaching
Psychologically controlling teaching (PCT) refers to the use of intrusive behaviors that pressure students to act, think, and feel in particular ways. The goal of the present research was to examine the dynamics involved in PCT. Study 1 examined self-regulated learning and achievement outcomes of PCT, whereas Study 2 examined antecedents (i.e., individual and environmental pressures). In Study 1, we found that PCT was related negatively to studen…
Predicting Mathematical Performance
A substantial number of research studies have investigated the separate influence of working memory, attention, motivation, and learning strategies on mathematical performance and self-regulation in general. There is still little understanding of their impact on performance when taken together, understanding their interactions, and how much each of them contributes to the prediction of mathematical performance. With the emergence of new methodolo…
Factors affecting students’ self-efficacy in higher education
An inventory of peer assessment diversity
Since Topping published his literature review on peer assessment in 1998 Topping, K. 1998. Peer assessment between students in colleges and universities. Review of Educational Research, 68: 249–76. [Crossref], [Web of Science ®] , [Google Scholar], the number of studies on this subject has doubled, if not tripled. However, along with this expansion, the diversity of peer assessment applications increased equally fast. Based on recent literature, …
Contributions to innovative learning and teaching? Effective research-based pedagogy – a response to TLRP’s principles from a European perspective 1
Starting from the contribution on the ‘ten principles of effective pedagogy’ by James and Pollard, we critically reflect on some of the principles and assess whether these principles can be grounded in the wider European research literature that has accumulated internationally. We conclude that these principles can be supported and expressed in the following statements. First, prior knowledge and experience is a springboard for future learning. S…
Goals of peer assessment and their associated quality concepts
The output of peer assessment in higher education has been investigated increasingly in recent decades. However, this output is evaluated against a variety of quality criteria, resulting in a cluttered picture. This article analyses the different conceptualisations of quality that appear in the literature. Discussions about the most appropriate quality criteria for the output of peer assessment should be brought back to the underlying differences…
Improving the effectiveness of peer feedback for learning
Using student-centred learning environments to stimulate deep approaches to learning
Grasping the dynamic complexity of team learning
A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum
This study examines whether peer feedback can be a substitute for teacher feedback and which measures can be taken to improve its effectiveness. A pre‐test post‐test control group design examined the long‐term learning effects of individual peer feedback and of collective teacher feedback on writing assignments in secondary education. Moreover, it examined the added value of a priori question forms and a posteriori reply forms aimed at supporting…
Teacher autonomy and collaboration
The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning
Background Self-determination theory defines two important dimensions of teaching style: autonomy support and structure.Aims The purpose of the present study was to investigate the synergistic relationship of perceived teacher autonomy support and the provision of structure in the prediction of self-regulated learning.Sample and method Students (N = 526) completed questionnaires assessing perceived autonomy support, structure, and self-regulated …
Informal learning of primary school teachers
A phenomenographic analysis of the implementation of competence-based education in higher education
Conceptions of Knowledge and Beliefs
In this study, we asked adults in the United States (n = 54) and Europe (n = 66), primarily the Netherlands, to share their views on the concepts of knowledge and beliefs. Among the 120 participants, there were three levels of expertise represented. Specifically, there were (a) adults seeking postsecondary degrees, (b) those completing graduate degrees or holding terminal degrees, and (c) those considered experts in the area of either knowledge o…
New Assessment Forms in Problem-based Learning
To an increasing extent, teachers and students are leaving the well-known, traditional learning and assessment avenues and moving towards new learning environments and modes of assessment. However, the road from theory to practice seems to be a rocky one. This article presents the quantitative and qualitative data gathered from a research project which focused on different quality aspects of two new assessment forms in problem-based learning. A w…
Teaching portfolios in higher education and their effects
The contribution of assessment experiences to student teachers' self-efficacy in competence-based education
The effects of different learning environments on students' motivation for learning and their achievement
Background. Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement.Aim. The purpose of the study is to investigate the…
Predicting Mathematical Performance
A substantial number of research studies have investigated the separate influence of working memory, attention, motivation, and learning strategies on mathematical performance and self-regulation in general. There is still little understanding of their impact on performance when taken together, understanding their interactions, and how much each of them contributes to the prediction of mathematical performance. With the emergence of new methodolo…
Educating for learning-focused teaching in teacher training
Goals of peer assessment and their associated quality concepts
The output of peer assessment in higher education has been investigated increasingly in recent decades. However, this output is evaluated against a variety of quality criteria, resulting in a cluttered picture. This article analyses the different conceptualisations of quality that appear in the literature. Discussions about the most appropriate quality criteria for the output of peer assessment should be brought back to the underlying differences…
Exploring the occurrence of team learning behaviours in project teams over time
The aim of this qualitative longitudinal study is to create a more in-depth picture of the emergence of team learning behaviours throughout the lifespan of temporary project teams. In order to grasp the emergence of these behaviours, three project teams were followed from the start until the end of their project during a period of three months. Three team meetings spread over time were audiotaped and coded using a coding schema set-up to identify…
Development and Validation of a Questionnaire on Informal Workplace Learning Outcomes
Lifelong learning has become a necessity for individuals' employability and a source of sustainable competitive advantage for organisations. Learning does not only occur through education and training, informal learning—learning from engagement in daily work-related activities—is considered an important source for establishing a sustainable change aimed at achieving individual and organisational goals. The purpose of this study is to develop and …
Contributions to innovative learning and teaching? Effective research-based pedagogy – a response to TLRP’s principles from a European perspective 1
Starting from the contribution on the ‘ten principles of effective pedagogy’ by James and Pollard, we critically reflect on some of the principles and assess whether these principles can be grounded in the wider European research literature that has accumulated internationally. We conclude that these principles can be supported and expressed in the following statements. First, prior knowledge and experience is a springboard for future learning. S…
A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum
This study examines whether peer feedback can be a substitute for teacher feedback and which measures can be taken to improve its effectiveness. A pre‐test post‐test control group design examined the long‐term learning effects of individual peer feedback and of collective teacher feedback on writing assignments in secondary education. Moreover, it examined the added value of a priori question forms and a posteriori reply forms aimed at supporting…
The Effects of Hands-On Experience On Students' Preferences for Assessment Methods
This study investigates the effects of student teachers' hands-on experience with evaluation on their preferences for assessment methods. A course on child development within the 1st year of the elementary teacher education program provides the quasi-experimental learning/teaching setting. Five research conditions are linked to four assessment modes, namely, portfolio, case-based, peer assessment, and multiple-choice evaluations. Data collection …
Conceptions of Knowledge and Beliefs
In this study, we asked adults in the United States (n = 54) and Europe (n = 66), primarily the Netherlands, to share their views on the concepts of knowledge and beliefs. Among the 120 participants, there were three levels of expertise represented. Specifically, there were (a) adults seeking postsecondary degrees, (b) those completing graduate degrees or holding terminal degrees, and (c) those considered experts in the area of either knowledge o…
Quality assurance in higher education
Integrating assessment, learning and instruction
Assessment as a tool for learning
Assessment and feedback as student support devices
Effects of prior knowledge state assessment and progress assessment on study results in independent learning
The Relation Between Assessment Practices and Outcomes of Studies
The purpose of this review was to (a) overview prior knowledge research and its role in student performance, and (b) examine the effects of prior knowledge in relation to the method of assessment. We selected 183 articles, books, papers, and research reports related to prior knowledge. While prior knowledge generally had positive effects on students' performance, the effects varied by assessment method. More specifically, prior knowledge was more…
The use of self-, peer and co-assessment in higher education
participativo y reflexivo para la mejora continua en
Peer assessment in problem based learning
New lines in edumetrics
New Assessment Forms in Problem-based Learning
To an increasing extent, teachers and students are leaving the well-known, traditional learning and assessment avenues and moving towards new learning environments and modes of assessment. However, the road from theory to practice seems to be a rocky one. This article presents the quantitative and qualitative data gathered from a research project which focused on different quality aspects of two new assessment forms in problem-based learning. A w…
Effects of problem-based learning
The use of self, peer and teacher assessment as a feedback system in a learning environment aimed at fostering skills of cooperation in an entrepreneurial context
Education is criticized for producing inert knowledge and for paying too little attention to skills such as cooperating and problem solving. Powerful learning environments have the potential to overcome these educational shortcomings. The goal of this research was to find out ways in which a ‘learning enterprise’ can best be supported (coached) in order to constitute a powerful learning environment aimed at teaching certain cooperative skills in …
Effects of Problem-Based Learning
This meta-analysis investigated the influence of assessment on the reported effects of problem-based learning (PBL) by applying Sugrue’s (1995) model of cognitive components of problem solving. Three levels of the knowledge structure that can be targeted by assessment of problem solving are used as the main independent variables: (a) understanding of concepts, (b) understanding of the principles that link concepts, and (c) linking of concepts and…
Integrating assessment tasks in a problem‐based learning environment
The purpose of this study was to get more insight in the effects of written assessment tasks integrated in a problem‐based learning environment. Both the influence on students' performances and students' perceptions were investigated. Students' final exam results were used to find out whether students who make the assessment tasks do better than students who do not. Answers from questionnaires and semi‐structured interviews were used to discover …
Students’ perceptions about evaluation and assessment in higher education
In educational contexts, understanding the student’s learning must take account of the student’s construction of reality. Reality as experienced by the student has an important additional value. This assumption also applies to a student’s perception of evaluation and assessment. Students’ study behaviour is not only determined by the examination or assessment modes that are used. Students’ perceptions about evaluation methods also play a signific…
Introduction Enhancing student learning through assessment
The overall effects of end-of-course assessment on student performance
Teaching portfolios in higher education and their effects
Educating for learning-focused teaching in teacher training
The Effects of Hands-On Experience On Students' Preferences for Assessment Methods
This study investigates the effects of student teachers' hands-on experience with evaluation on their preferences for assessment methods. A course on child development within the 1st year of the elementary teacher education program provides the quasi-experimental learning/teaching setting. Five research conditions are linked to four assessment modes, namely, portfolio, case-based, peer assessment, and multiple-choice evaluations. Data collection …
The effects of different standard setting methods and the composition of borderline groups
The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning
Background Self-determination theory defines two important dimensions of teaching style: autonomy support and structure.Aims The purpose of the present study was to investigate the synergistic relationship of perceived teacher autonomy support and the provision of structure in the prediction of self-regulated learning.Sample and method Students (N = 526) completed questionnaires assessing perceived autonomy support, structure, and self-regulated …
Improving the effectiveness of peer feedback for learning
Using student-centred learning environments to stimulate deep approaches to learning
Psychology (43 works) · Mathematics education (36 works) · Computer Science (26 works) · Student Assessment and Feedback (23 works) · Pedagogy (22 works) · Social Psychology (14 works) · Political science (12 works) · Evaluation of Teaching Practices (11 works) · Innovative Teaching and Learning Methods (11 works) · Higher education (10 works)