Jan-Willem Strijbos
Biographic Data
| ID | 6327798 |
|---|---|
| NAME | Jan-Willem Strijbos |
| GIVEN NAMES | Jan-Willem |
| FAMILY NAME | Strijbos |
| SIGNATURE | STRIJBOS J |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0003-4180-688X |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The connection between the social network perspective and teacher professional development
The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing
Because of the improvement-oriented nature of peer-feedback activities, students have to deal with errors (e.g., spelling and argumentation errors) when providing and processing peer-feedback on writing assignments. Despite the central role of errors in feedback activities, it is uncertain how students deal with errors and whether the dealing with errors is affected by interpersonal perceptions. Therefore, this study explores (1) whether cognitiv…
Conceptual review on scientific reasoning and scientific thinking
In the eye of the beholder
Students involved in peer assessment have interpersonal relationships, partly consisting of reciprocal perceptions. In the domain of argumentative writing, little is known about the way peer assessment is affected by the assessor’s perception of the assessee’s language skills. Dutch 10th grade students (N = 176, age = 15–16) provided feedback and grades on two texts, being under the illusion that the texts had been written by two classmates whom …
Impact of sender and peer-feedback characteristics on performance, cognitive load, and mindful cognitive processing
Profiles of learning opportunities of multilingual and monolingual children in kindergarten
Early childhood education serves an increasing number of multilingual children, and teachers are challenged to create high-quality learning opportunities in the classroom for all children. The child’s engagement and interactions with the teacher are important in this respect. The present study therefore examined how multilingualism relates to engagement and teacher-child interactions, taking a person-oriented approach. During one school year, 76 …
Structural validity and invariance of the Feedback Perceptions Questionnaire
Despite a growing interest in instructional feedback, students’ feedback perceptions received limited attention. We examined the structural validity and measurement invariance of the Feedback Perceptions Questionnaire (FPQ). The FPQ measures feedback perceptions in terms of perceived fairness, usefulness, acceptance, willingness to improve, and affect. Secondary school students (N = 1486) received a fictional scenario containing Concise General F…
Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning
Using errors in mathematics may be a powerful instructional practice. This study explored the impact of a short-term professional development teacher training on (a) students’ perceptions of their mathematics teacher’s support in error situations as part of instruction, (b) students’ perceptions of error situations while learning, and (c) mathematics teacher’s actual error handling practices. Data were gathered from eight secondary schools involv…
A primer on emergence and design in learning communities
Unfolding collaborative learning assessment literacy
Over the past two decades, curricula in higher education have increasingly incorporated collaborative learning. However, due to (a) large variations in students’ domain-specific abilities (e.g. knowledge and/or skills) and the effort they invest into the collaboration and (b) teachers’ limited knowledge about how to assess collaborative learning, two main challenges arise. The first challenge concerns ensuring construct validity of the assessment…
Teaching reading strategies in history lessons
Value creation
Preservice mathematics teachers’ beliefs about peer feedback, perceptions of their peer feedback message, and emotions as predictors of peer feedback accuracy and comprehension of the learning task
Peer feedback is increasingly used to train assessment skills in teacher-training programs. However, studies investigating the roles of peer feedback providers’ beliefs about peer feedback provision, their perceptions of their peer feedback message and their experienced emotions are still limited. This study aimed to explore how peer feedback accuracy and providers’ comprehension of the learning task were related to these characteristics. Analysi…
Just plain peers across social networks
Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania
Group learning activities and perceived learning outcomes
Group learning activities (GLAs) are commonly used curriculum activities in teacher education. The aim of this study was to determine which components of GLAs students perceive as significant for their learning. Student teachers from six Dutch universities of applied sciences completed a survey about GLAs they participated in. Findings show that students’ evaluations of task characteristics and group constellation are related to their perceived i…
The Future of Student Self-Assessment
Collaborative learning in higher education
Collaborative learning can, if designed and implemented properly, contribute to student learning outcomes and prepare them for teamwork. However, the design and implementation of collaborative learning in practice depend on beliefs of lecturers about teaching and learning in general, and collaborative learning in particular. One hundred and fifteen lecturers in higher education completed a survey on collaborative learning practices and beliefs. A…
The impact of a rubric and friendship on peer assessment
Peer feedback content and sender's competence level in academic writing revision tasks
Content analysis
Formative peer assessment in a CSCL environment
In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct res…
Collaborative learning in higher education
Collaborative learning can, if designed and implemented properly, contribute to student learning outcomes and prepare them for teamwork. However, the design and implementation of collaborative learning in practice depend on beliefs of lecturers about teaching and learning in general, and collaborative learning in particular. One hundred and fifteen lecturers in higher education completed a survey on collaborative learning practices and beliefs. A…
Formative peer assessment in a CSCL environment
In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct res…
Content analysis
Peer feedback content and sender's competence level in academic writing revision tasks
The impact of a rubric and friendship on peer assessment
Collaborative learning in higher education
Collaborative learning can, if designed and implemented properly, contribute to student learning outcomes and prepare them for teamwork. However, the design and implementation of collaborative learning in practice depend on beliefs of lecturers about teaching and learning in general, and collaborative learning in particular. One hundred and fifteen lecturers in higher education completed a survey on collaborative learning practices and beliefs. A…
The Future of Student Self-Assessment
Just plain peers across social networks
Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania
Group learning activities and perceived learning outcomes
Group learning activities (GLAs) are commonly used curriculum activities in teacher education. The aim of this study was to determine which components of GLAs students perceive as significant for their learning. Student teachers from six Dutch universities of applied sciences completed a survey about GLAs they participated in. Findings show that students’ evaluations of task characteristics and group constellation are related to their perceived i…
Teaching reading strategies in history lessons
Value creation
Preservice mathematics teachers’ beliefs about peer feedback, perceptions of their peer feedback message, and emotions as predictors of peer feedback accuracy and comprehension of the learning task
Peer feedback is increasingly used to train assessment skills in teacher-training programs. However, studies investigating the roles of peer feedback providers’ beliefs about peer feedback provision, their perceptions of their peer feedback message and their experienced emotions are still limited. This study aimed to explore how peer feedback accuracy and providers’ comprehension of the learning task were related to these characteristics. Analysi…
Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning
Using errors in mathematics may be a powerful instructional practice. This study explored the impact of a short-term professional development teacher training on (a) students’ perceptions of their mathematics teacher’s support in error situations as part of instruction, (b) students’ perceptions of error situations while learning, and (c) mathematics teacher’s actual error handling practices. Data were gathered from eight secondary schools involv…
A primer on emergence and design in learning communities
Unfolding collaborative learning assessment literacy
Over the past two decades, curricula in higher education have increasingly incorporated collaborative learning. However, due to (a) large variations in students’ domain-specific abilities (e.g. knowledge and/or skills) and the effort they invest into the collaboration and (b) teachers’ limited knowledge about how to assess collaborative learning, two main challenges arise. The first challenge concerns ensuring construct validity of the assessment…
Profiles of learning opportunities of multilingual and monolingual children in kindergarten
Early childhood education serves an increasing number of multilingual children, and teachers are challenged to create high-quality learning opportunities in the classroom for all children. The child’s engagement and interactions with the teacher are important in this respect. The present study therefore examined how multilingualism relates to engagement and teacher-child interactions, taking a person-oriented approach. During one school year, 76 …
Structural validity and invariance of the Feedback Perceptions Questionnaire
Despite a growing interest in instructional feedback, students’ feedback perceptions received limited attention. We examined the structural validity and measurement invariance of the Feedback Perceptions Questionnaire (FPQ). The FPQ measures feedback perceptions in terms of perceived fairness, usefulness, acceptance, willingness to improve, and affect. Secondary school students (N = 1486) received a fictional scenario containing Concise General F…
Impact of sender and peer-feedback characteristics on performance, cognitive load, and mindful cognitive processing
Conceptual review on scientific reasoning and scientific thinking
In the eye of the beholder
Students involved in peer assessment have interpersonal relationships, partly consisting of reciprocal perceptions. In the domain of argumentative writing, little is known about the way peer assessment is affected by the assessor’s perception of the assessee’s language skills. Dutch 10th grade students (N = 176, age = 15–16) provided feedback and grades on two texts, being under the illusion that the texts had been written by two classmates whom …
The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing
Because of the improvement-oriented nature of peer-feedback activities, students have to deal with errors (e.g., spelling and argumentation errors) when providing and processing peer-feedback on writing assignments. Despite the central role of errors in feedback activities, it is uncertain how students deal with errors and whether the dealing with errors is affected by interpersonal perceptions. Therefore, this study explores (1) whether cognitiv…
The connection between the social network perspective and teacher professional development
Psychology (21 works) · Mathematics education (18 works) · Student Assessment and Feedback (12 works) · Pedagogy (11 works) · Computer Science (9 works) · Innovative Teaching and Learning Methods (9 works) · Perception (8 works) · Evaluation of Teaching Practices (7 works) · Social Psychology (7 works) · Peer Assessment (6 works)