How comparing school performance data can support sensemaking for school development : a Delphi study
Source
Research papers in education - ISSN 0267-1522- (2026) p.
School leaders’ and teachers’ attributions in making sense of norm-referenced school performance data. Do benchmarks matter?
Source
Studies in educational evaluation - ISSN 0191-491X-88 (2026) p. 1-18
Students’ willingness to engage with feedback from central tests : the influence of cognitive and non-cognitive student characteristics
Source
Studies in educational evaluation - ISSN 0191-491X-88 (2026) p. 1-10
Het Triple-B model voor evidence-informed werken in de onderwijspraktijk : beslissingen, bronnen van evidentie en beslissers
Source
Tijdschrift voor onderwijspraktijk studies - ISSN 2773-0360-3-4 (2025) p. 1-23
Feathers in our cap? Mapping educational professionals' internal and external attributions of school performance feedback
Source
Educational assessment, evaluation and accountability - ISSN 1874-8597-37:4 (2025) p. 465-501