prof. A.J. Visscher (Adrie)

ProfiIe

I am a full professor at the University of Twente. I am interested in measuring teaching quality validly as a basis for improving teaching quality. In my research I study how teachers can be supported in optimizing the quality of their lessons and their impact on student learning by providing them with feedback: feedback about the features of their teaching activities (e.g. based on student perceptions, or lesson observations), and feedback about their impact on student achievement. As this kind of feedback can be the starting point of improvement-oriented activities, my research also focuses on how teachers can be trained effectively for differentiating their teaching activities in line with students’ varying instructional needs.

Inaugural lectures

Please click here for my inaugural lecture (in Dutch) on the Relevance of Data-based Decision-making in Education (University of Groningen) and clickhere for the presentation.

Inaugural lecture Universiteit of Twente

Click here for my inaugural lecture on Developing Teacher Qualities Deliberately (University of Twente) and click here for the presentation

Social Sciences

# Classroom
# Decision Making
# Instruction
# Learning
# Mathematics
# Netherlands
# Student
# Teacher

Faculty of Behavioural, Management and Social Sciences (BMS), ELAN Teacher Development (ELAN)

Wolterinck-Broekhuis, C. H. D. , Poortman, C. L. , Schildkamp, K. , & Visscher, A. J. (2024). Key stakeholder voices: Investigating student perceptions of teachers’ use of assessment for learning. Educational assessment, evaluation and accountability. Advance online publication. https://doi.org/10.1007/s11092-024-09428-7

Meutstege, K., Vrielink, M. , van Geel, M. , & Visscher, A. J. (2023). A cognitive task analysis of the teacher skills and knowledge required for differentiated instruction in secondary education. Frontiers in Education, 8, Article 1171554. https://doi.org/10.3389/feduc.2023.1171554

van Geel, M. , Keuning, T., Meutstege, K. , de Vries, J. , Visscher, A. , Wolterinck, C. , Schildkamp, K. , & Poortman, C. (2023). Adapting Teaching to Students’ Needs: What Does It Require from Teachers? In R. Maulana, R. M. Klassen, & M. Helms-Lorenz (Eds.), Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights (1 ed., pp. 723-736). Springer Nature. https://doi.org/10.1007/978-3-031-31678-4_33

Meutstege, K. , Geel, M. V. , & Visscher, A. (2023). Evidence-Based Design of a Teacher Professional Development Program for Differentiated Instruction: A Whole-Task Approach. Education Sciences, 13(10), Article 985. https://doi.org/10.3390/educsci13100985

Tappel, A. P. M. , Poortman, C. L. , Schildkamp, K. , & Visscher, A. (2023). Promoting Sustainable Educational Innovation Using the Sustainability Meter. Journal of professional capital and community, 8(3), 234-255. https://doi.org/10.1108/JPCC-02-2023-0008

Faber, J. M., Feskens, R. , & Visscher, A. J. (2023). A best-evidence meta-analysis of the effects of digital monitoring tools for teachers on student achievement. School effectiveness and school improvement, 34(2), 169-188. https://doi.org/10.1080/09243453.2022.2142247

Tappel, A. P. M. , Poortman, C. L. , Schildkamp, K. , & Visscher, A. J. (2023). Distinguishing aspects of sustainability. Journal of educational change, 24, 805-835. https://doi.org/10.1007/s10833-022-09465-3

de Vries, J., Dimosthenous, A. , Schildkamp, K. , & Visscher, A. (2023). The impact of an assessment for learning teacher professional development program on students’ metacognition. School effectiveness and school improvement, 34(1), 109-129. https://doi.org/10.1080/09243453.2022.2116461

Wolterinck, C. H. D. (2022). Teacher professional development in Assessment for Learning. [PhD Thesis - Research UT, graduation UT, University of Twente]. University of Twente. https://doi.org/10.3990/1.9789036554664

Bijlsma, H. (2022). The validity and impact of student perceptions of teaching quality. [PhD Thesis - Research external, graduation UT, University of Twente]. University of Twente. https://doi.org/10.3990/1.9789036554794

de Vries, J. (2022). Supporting teachers in formative assessment in the classroom. [PhD Thesis - Research UT, graduation UT, University of Twente]. https://doi.org/10.3990/1.9789036554688

Wolterinck, C. , Poortman, C. , Schildkamp, K. , & Visscher, A. (2022). Assessment for learning: developing the required teacher competencies. European journal of teacher education. Advance online publication. https://doi.org/10.1080/02619768.2022.2124912

de Vries, J., Dimosthenous, A. , Schildkamp, K. , & Visscher, A. (2022). The impact on student achievement of an assessment for learning teacher professional development program. Studies in educational evaluation, 74, Article 101184. https://doi.org/10.1016/j.stueduc.2022.101184

Bijlsma, H. J. E. , Glas, C. A. W. , & Visscher, A. J. (2022). Factors related to differences in digitally measured student perceptions of teaching quality. School effectiveness and school improvement, 33(3), 360-380. https://doi.org/10.1080/09243453.2021.2023584

Helms-Lorenz, M. , & Visscher, A. J. (2022). Unravelling the challenges of the data-based approach to teaching improvement. School effectiveness and school improvement, 33(1), 125-147. https://doi.org/10.1080/09243453.2021.1946568

de Vries, J., Dimosthenous, A. , Schildkamp, K. , & Visscher, A. (2021). The Impact of an Assessment for Learning Teacher Professional Development Programme on Student Learning. Paper presented at 34th International Congress for School Effectiveness and Improvement, ICSEI 2021, Auckland, New Zealand.

Wolterinck, C. H. D. , de Vries, J. , Poortman, C. L. , Schildkamp, K. , & Visscher, A. (2021). Assessment for Learning: The impact of a Professional Development Programme on Students’ Metacognitive Strategies.. Paper presented at 34th International Congress for School Effectiveness and Improvement, ICSEI 2021, Auckland, New Zealand.

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