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)

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

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

Tappel, A. P. M. , Poortman, C. L. , Schildkamp, K. , & Visscher, A. J. (2022). Distinguishing aspects of sustainability. Journal of educational change. https://doi.org/10.1007/s10833-022-09465-3

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. https://doi.org/10.1080/02619768.2022.2124912

de Vries, J., Dimosthenous, A. , Schildkamp, K. , & Visscher, A. (2022). The impact of an assessment for learning teacher professional development program on students’ metacognition. School effectiveness and school improvement. https://doi.org/10.1080/09243453.2022.2116461

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, [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.

de Vries, J., Van Gasse, R. , van Geel, M., Van Petegem, P. , & Visscher, A. (2021). Assessment Techniques and Students’ Ownership: Differences in Formative Assessment Practices between The Netherlands and Flanders. Paper presented at 34th International Congress for School Effectiveness and Improvement, ICSEI 2021, Auckland, New Zealand.

Frerejean, J. , van Geel, M. , Keuning, T., Dolmans, D. , van Merriënboer, J. J. G. , & Visscher, A. J. (2021). Ten steps to 4C/ID: Training differentiation skills in a professional development program for teachers. Instructional science, 49, 395-418. https://doi.org/10.1007/s11251-021-09540-x

Siersma, P. T. , Pol, H. J. , van Joolingen, W. R. , & Visscher, A. J. (2021). Pre-university students’ conceptions regarding radiation and radioactivity in a medical context. International journal of science education, 43(2), 179-196. https://doi.org/10.1080/09500693.2020.1864504

Visscher, A. J. (2021). On the value of data-based decision making in education: The evidence from six intervention studies. Studies in educational evaluation, 69, [100899]. https://doi.org/10.1016/j.stueduc.2020.100899

Bijlsma, H. , & Visscher, A. (2020). Smartphone-assisted student feedback to lecturers for better engineering education. In J. van der Veen, N. van Hattum-Janssen, H-M. Järvinen, T. de Laet, & I. ten Dam (Eds.), Engaging, Engineering, Education: Book of Abstracts, SEFI 48th Annual Conference University of Twente (online), 20-24 September, 2020 (pp. 1418-1420). University of Twente.

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+31534893609

+31534893560 (bij geen gehoor)

a.j.visscher@utwente.nl