Harm Tillema
Biographic Data
| ID | 3655847 |
|---|---|
| NAME | Harm Tillema |
| GIVEN NAMES | Harm |
| FAMILY NAME | Tillema |
| SIGNATURE | TILLEMA H |
| AFFILIATIONS | Leiden University |
| VERIFIED | No |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 51 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 4 |
Validation of Assessment for Learning Questionnaires for teachers and students
Background. Assessment can be a powerful force in promoting student learning. Still, few measures exist to gauge Assessment for Learning (AFL) in the classroom. Literature on AFL suggests that it encompasses both a monitor to track student progress as well as a scaffold to show or help students recognize in what areas they need to improve.Aims. Based on a review of recent attempts to measure the AFL, we constructed Assessment for Learning Questio…
Assessing assessment quality: Criteria for quality assurance in design of (peer) assessment for learning – A review of research studies
How do Dutch secondary teachers and students conceive the purpose of assessment
Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions
In search of quality criteria in peer assessment practices
Development and validation of an admission test designed to assess samples of performance on academic tasks
Assessment for Learning to Teach: Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers
Supporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Teacher educators, mentor teachers, and student teachers (51 participants in total) were asked to appraise a pract…
Articulating choice and deliberation in conducting research – researchers ‘working in the interpretive zone’
For researchers, committed to a research problem, finding meaningful answers is a process of careful weighting and interpreting what is actually found as an outcome of their mode of inquiry in reference to initial intentions and research goals. Particularly in doing qualitative research in/on teaching researchers have recognised the need to acknowledge the ways in which one's intentions interact with the process of study, and how they serve to sh…
Portfolio appraisal: In search of criteria
Clarifying different types of portfolio use
As becomes apparent in the growing literature on portfolios as assessment tools, there is a wide array of definitions and interpretations of the instrument. The prospects and benefits of portfolios being discussed increasingly call for a need to distinguish between types of portfolio. In this paper four types of portfolios are compared based on their goals and setting of use. Descriptive and evaluative data were collected as a background for comp…
Recognizing competence — evaluation of an alternative teacher licensing assessment program
Practising what we preach”—teacher educators’ dilemmas in promoting self-regulated learning: A cross case comparison
Learning from portfolios: Differential use of feedback in portfolio construction
Competencies as Building Blocks for Integrating Assessment with Instruction in Vocational Education: A case from The Netherlands
Changes in the system of vocational education, at least in The Netherlands, are based on the idea that the curriculum should focus more on competencies and work-related experiences. In a competency-based curriculum the content is not the central issue but the assessment and monitoring of what is learned and acquired relevant to (later) successful performance. Therefore, it is essential to link assessment with instruction that is focused on perfor…
Belief change towards self-directed learning in student teachers: Immersion in practice or reflection on action
Self-regulated learning in the context of teacher education
Design and validity of a portfolio instrument for professional training
Promoting student teacher learning through conceptual change or direct instruction
Making professionalism visible: Who is holding the mirror
Training and professional expertise: Bridging the gap between new information and pre-existing beliefs of teachers
Conceptual or experience-based learning of teachers
Impact of Educational Support Programs in Schools
What factors influence the use of support programs in schools? In a survey and an in-depth study, a representative set of support activities were measured for both conceptual and instrumental use. A model of factors that were hypothesized to influence use was tested for its fit. School and teacher characteristics as well as support characteristics were taken into account. Results indicated that dissemination, quality of programs, and perceived us…
Self-regulated learning in the context of teacher education
Training and professional expertise: Bridging the gap between new information and pre-existing beliefs of teachers
Belief change towards self-directed learning in student teachers: Immersion in practice or reflection on action
Promoting student teacher learning through conceptual change or direct instruction
Portfolio appraisal: In search of criteria
Practising what we preach”—teacher educators’ dilemmas in promoting self-regulated learning: A cross case comparison
Assessment for Learning to Teach: Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers
Supporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Teacher educators, mentor teachers, and student teachers (51 participants in total) were asked to appraise a pract…
Validation of Assessment for Learning Questionnaires for teachers and students
Background. Assessment can be a powerful force in promoting student learning. Still, few measures exist to gauge Assessment for Learning (AFL) in the classroom. Literature on AFL suggests that it encompasses both a monitor to track student progress as well as a scaffold to show or help students recognize in what areas they need to improve.Aims. Based on a review of recent attempts to measure the AFL, we constructed Assessment for Learning Questio…
Conceptual or experience-based learning of teachers
Impact of Educational Support Programs in Schools
What factors influence the use of support programs in schools? In a survey and an in-depth study, a representative set of support activities were measured for both conceptual and instrumental use. A model of factors that were hypothesized to influence use was tested for its fit. School and teacher characteristics as well as support characteristics were taken into account. Results indicated that dissemination, quality of programs, and perceived us…
Making professionalism visible: Who is holding the mirror
Training and professional expertise: Bridging the gap between new information and pre-existing beliefs of teachers
Promoting student teacher learning through conceptual change or direct instruction
Design and validity of a portfolio instrument for professional training
Self-regulated learning in the context of teacher education
Learning from portfolios: Differential use of feedback in portfolio construction
Competencies as Building Blocks for Integrating Assessment with Instruction in Vocational Education: A case from The Netherlands
Changes in the system of vocational education, at least in The Netherlands, are based on the idea that the curriculum should focus more on competencies and work-related experiences. In a competency-based curriculum the content is not the central issue but the assessment and monitoring of what is learned and acquired relevant to (later) successful performance. Therefore, it is essential to link assessment with instruction that is focused on perfor…
Belief change towards self-directed learning in student teachers: Immersion in practice or reflection on action
Recognizing competence — evaluation of an alternative teacher licensing assessment program
Practising what we preach”—teacher educators’ dilemmas in promoting self-regulated learning: A cross case comparison
Clarifying different types of portfolio use
As becomes apparent in the growing literature on portfolios as assessment tools, there is a wide array of definitions and interpretations of the instrument. The prospects and benefits of portfolios being discussed increasingly call for a need to distinguish between types of portfolio. In this paper four types of portfolios are compared based on their goals and setting of use. Descriptive and evaluative data were collected as a background for comp…
Portfolio appraisal: In search of criteria
Articulating choice and deliberation in conducting research – researchers ‘working in the interpretive zone’
For researchers, committed to a research problem, finding meaningful answers is a process of careful weighting and interpreting what is actually found as an outcome of their mode of inquiry in reference to initial intentions and research goals. Particularly in doing qualitative research in/on teaching researchers have recognised the need to acknowledge the ways in which one's intentions interact with the process of study, and how they serve to sh…
In search of quality criteria in peer assessment practices
Development and validation of an admission test designed to assess samples of performance on academic tasks
Assessment for Learning to Teach: Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers
Supporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Teacher educators, mentor teachers, and student teachers (51 participants in total) were asked to appraise a pract…
Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions
Assessing assessment quality: Criteria for quality assurance in design of (peer) assessment for learning – A review of research studies
How do Dutch secondary teachers and students conceive the purpose of assessment
Validation of Assessment for Learning Questionnaires for teachers and students
Background. Assessment can be a powerful force in promoting student learning. Still, few measures exist to gauge Assessment for Learning (AFL) in the classroom. Literature on AFL suggests that it encompasses both a monitor to track student progress as well as a scaffold to show or help students recognize in what areas they need to improve.Aims. Based on a review of recent attempts to measure the AFL, we constructed Assessment for Learning Questio…
Psychology (21 works) · Mathematics education (18 works) · Pedagogy (14 works) · Computer Science (13 works) · Student Assessment and Feedback (10 works) · Medicine (7 works) · Reflective Practices in Education (7 works) · Teacher Education and Leadership Studies (7 works) · Medical education (6 works) · Higher Education Learning Practices (5 works)