Fabienne van der Kleij
Fabienne van der Kleij
Australian Council for Educational Research
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Cited by
Cited by
Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis
FM Van der Kleij, RCW Feskens, TJHM Eggen
Review of educational research 85 (4), 475-511, 2015
Effects of feedback in a computer-based assessment for learning
FM Van der Kleij, TJHM Eggen, CF Timmers, BP Veldkamp
Computers & Education 58 (1), 263-272, 2012
Reconceptualising the role of teachers as assessors: teacher assessment identity
A Looney, J Cumming, F van Der Kleij, K Harris
Assessment in Education: Principles, Policy & Practice 25 (5), 442-467, 2018
A systematic review of prerequisites for implementing assessment for learning in classroom practice
MC Heitink, FM Van der Kleij, BP Veldkamp, K Schildkamp, WB Kippers
Educational research review 17, 50-62, 2016
Prerequisites for data-based decision making in the classroom: Research evidence and practical illustrations
I Hoogland, K Schildkamp, F Van der Kleij, M Heitink, W Kippers, ...
Teaching and teacher education 60, 377-386, 2016
Integrating data-based decision making, assessment for learning, and diagnostic testing in formative assessment.
TJHM Van der Kleij, F. M., Vermeulen, J. A., Schildkamp., K., Eggen
Assessment in Education: Principles, Policy & Practice, 0
Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
K Schildkamp, FM van der Kleij, MC Heitink, WB Kippers, BP Veldkamp
International Journal of Educational Research 103, 101602, 2020
Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics
FM Van der Kleij
Teaching and Teacher Education 85, 175-189, 2019
Effects of feedback elaboration and feedback timing during computer-based practice in mathematics problem solving
Y Attali, F van der Kleij
Computers & Education 110, 154-169, 2017
A meta-review of the student role in feedback
FM Van der Kleij, LE Adie, JJ Cumming
International Journal of Educational Research 98, 303-323, 2019
Student perceptions of assessment feedback: A critical scoping review and call for research
FM Van der Kleij, AA Lipnevich
Educational Assessment, Evaluation and Accountability 33, 345-373, 2021
The contribution of TIMSS to the link between school and classroom factors and student achievement
M Drent, MRM Meelissen, FM van der Kleij
Journal of curriculum studies 45 (2), 198-224, 2013
The effectiveness of methods for providing written feedback through a computer-based assessment for learning: A systematic review
FM Van Der Kleij, CF Timmers, TJHM Eggen
Cadmo, 2011
Towards effective feedback: An investigation of teachers’ and students’ perceptions of oral feedback in classroom practice
F Van Der Kleij, L Adie
Assessment in Education: Principles, Policy & Practice 27 (3), 252-270, 2020
Diverse perspectives on student agency in classroom assessment
LE Adie, J Willis, FM Van der Kleij
The Australian Educational Researcher 45 (1), 1-12, 2018
The development and application of coding frameworks to explore dialogic feedback interactions and self‐regulated learning
L Adie, F van der Kleij, J Cumming
British Educational Research Journal 44 (4), 704-723, 2018
Using video technology to enable student voice in assessment feedback
F Van der Kleij, L Adie, J Cumming
British Journal of Educational Technology 48 (5), 1092-1105, 2017
Policy expectations and support for teacher formative assessment in Australian education reform
FM Van der Kleij, JJ Cumming, A Looney
Assessment in Education: Principles, Policy & Practice 25 (6), 620-637, 2018
Interpretation of the score reports from the Computer Program LOVS by teachers, internal support teachers and principals
FM van der Kleij, TJHM Eggen
Studies in Educational Evaluation 39 (3), 144-152, 2013
Teachers activating learners: The effects of a student-centred feedback approach on writing achievement
C Brooks, R Burton, F van der Kleij, C Ablaza, A Carroll, J Hattie, S Neill
Teaching and Teacher Education 105, 103387, 2021
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