dr. J.A. de Vries (Jitske)

Researcher
BMS-LDT-ELAN
j.a.devries@utwente.nl
+31534896759
Business card

I am a researcher at the University of Twente focusing on teacher learning and development. My work combines substantive questions about teaching and professional growth with quantitative and computational research methods. I have experience with large-scale experimental research, literature reviews, and advanced data analysis techniques such as text mining, cluster analysis, and predictive modelling.

My research interests include formative assessment practices, teacher professional development, and educational support for students with developmental language disorders. My PhD research,Ā Supporting Teachers in Formative Assessment in the Classroom (2022), focused on formative assessment in secondary education and continues to inform my interest in how teachers learn, how instructional practices develop over time, and how data-driven approaches can help to better understand and support these processes.

Currently, I am involved in several research projects. In the H-AI FIVE project, we develop an AI-supported tool that provides feedback on instructional videos created by pre-service teachers. In the Monitor Startende Leraren project, we study the professional development of beginning teachers in Dutch primary education by following cohorts of teachers during their first four years in the profession. I am also involved in the TELL trajectory, which focuses on strengthening teachersā€™ expertise in assessment and in leadership in improving assessment within schools.

Expertise

  • Psychology

    • Teachers
    • Assessment
    • Professional Development Program

  • Social Sciences

    • Students
    • Teacher Professional Development
    • Development Programmes
    • Assessment for Learning
    • Formative Assessment

Organisations

Publications

2025

Gender and multilingual bias in observations of children with a developmental language disorder (2025)Frontiers in psychology, 16. Article 1572727. de Vries, J., van der Velde, M., Veldkamp, B. P., Hakvoort, B., Bulder, E., Essen, A. & Schildkamp, K.https://doi.org/10.3389/fpsyg.2025.1572727

2024

A learning theory-based exploratory analysis of teacher professional development interventions for formative assessment (2024)Review of Education, 12(3). Article e70009. de Vries, J., Visscher, A. & Schildkamp, K.https://doi.org/10.1002/rev3.70009Profiles of teachersā€™ assessment techniques and their studentsā€™ involvement in assessment (2024)European journal of teacher education, 47(2), 369-388. de Vries, J., Van Gasse, R., van Geel, M., Visscher, A. & Van Petegem, P.https://doi.org/10.1080/02619768.2024.2354410

2023

Adapting Teaching to Studentsā€™ Needs: What Does It Require from Teachers? (2023)In Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights (pp. 723-736). Springer. van Geel, M., Keuning, T., Meutstege, K., de Vries, J., Visscher, A., Wolterinck, C., Schildkamp, K. & Poortman, C.https://doi.org/10.1007/978-3-031-31678-4_33The impact of an assessment for learning teacher professional development program on studentsā€™ metacognition (2023)School effectiveness and school improvement, 34(1), 109-129. de Vries, J., Dimosthenous, A., Schildkamp, K. & Visscher, A.https://doi.org/10.1080/09243453.2022.2116461

2022

The impact on student achievement of an assessment for learning teacher professional development program (2022)Studies in educational evaluation, 74. Article 101184. de Vries, J., Dimosthenous, A., Schildkamp, K. & Visscher, A.https://doi.org/10.1016/j.stueduc.2022.101184Comparability of Feedback in PISA 2015 across Culturally Diverse Countries (2022)Education Sciences, 12(2). Article 145. de Vries, J., Feskens, R., Keuning, J. & van der Kleij, F.https://doi.org/10.3390/educsci12020145Supporting teachers in formative assessment in the classroom (2022)[Thesis › PhD Thesis - Research UT, graduation UT]. de Vries, J.https://doi.org/10.3990/1.9789036554688

Research profiles

Scan the QR code or
Download vCard