Empirical Validity for a Comprehensive Model on Educational Effectiveness

The influence of school size, leadership, evaluation, and time on student outcomes

“…At class level this phase was addressed in none of the studies included in our review and meta-analysis. This in contrast to the next phase in the cycle, feedback, which was addressed in two third of the studies included in our review (Brandsma, 1993;Carpenter, Pashler & Cepeda, 2009;De Fraine, Van Damme, Van Landeghem, Opdenakker & Onghena, 2003;Hill & Rowe, 1998;Hofman, Hofman & Guldemond, 1999;Klieme & Rakoczy, 2003;Kyriakides, 2005;Levacic et al;Lockheed & Longford, 1991;Rakoczy, Klieme, Bürgermeister & Harks, 2008;Reezigt, 1993;Reezigt et al, 1999;Senkbeil, 2006;She & Fisher, 2002;Van der Grift et al, 1997). Various aspects of feedback were covered in the primary studies, such as the primary users of the feedback, the types of feedback, as well as the timing of feedback (immediately versus delayed).…”

“…Goals in these studies all referred to the 'diagnostic competences' of the teachers and the way they set goals and reference norms for individual students instead of using group norms. Data collection and registration was addressed in ten studies (Bourke, 1986;Brandsma, 1993;Clausen, 2001;Driessen & Sleegers, 2000;Gruehn, 1995;Reezigt, 1993;Reezigt et al, 1999;Senkbeil, 2006;Van der Grift et al, 1997;Van der Werf, Creemers & Guldemond, 2001). At class level the operationalization of data collection and registration in almost all studies referred to assessment (monitoring of student) work and included both short (i.e.…”

“…The most often used operationalization of assessment refers to the frequency of testing (Bosker, Kremers & Lugthart, 1990;Driessen & Sleegers, 2000;Reezigt, 1993;Reezigt et al;Rymenans et al, 1996;Van der Werf et al, 2001). Next to this, studies assessed the impact of the type of Effects of evaluation and assessment on student achievement assessments (such as e.g.…”

“…rewarding pupils working hard or making good progress, verification (knowledge of correct results, knowledge of incorrect results), and elaboration (information needed to improve the achievement) are the types of feedback addressed in the studies. The last phase, use, implementation, and action, was examined in eight studies (Driessen & Sleegers, 2000;Hofman, Hofman & Guldemond, 1999;Levacic et al;Reezigt et al, 1999;Rymenans, Geusdens, Coucke, Van den Bergh & Daems, 1996;Senkbeil, 2006;Van der Grift et al, 1997;Van der Werf et al, 2001). In these studies use often implied the implementation of diagnostic practices for weaker students, such as motivating underachieving students, making available remedial material, and preventing or combatting learning problems.…”

“…In these studies the goals referred to goals stated in the school work plan as guiding principle for the evaluation. The phase of data collection was addressed in seven studies studies (Brandsma, Effects of evaluation and assessment on student achievement 1993; Hofman, 1993;Kyriakides, 2005;Reezigt, Guldemond & Creemers, 1999;Senkbeil, 2006;Yelton, Miller & Ruscoe, 1994) and referred to data collection based on student achievement as well as data collection with regard to school processes such as e.g. the evaluation of the curriculum.…”