I am a professor in the Faculty of Behavioural, Management, and Social Sciences of the University of Twente in the Netherlands. My chair is called "Data-informed decision making for learning and development". My research focuses on (professional development in) data-informed decision making. I am a Fulbright scholarship recipient, which Iused to study data use in Louisiana. I am the past president of ICSEI (International Congress on School Effectiveness and Improvement). I am the past chair of the zone ā€œFacilitating professional development and support for lecturersā€ of the Dutch National Acceleration Plan for Educational Innovation with IC. I am the global editor of the Journal of Professional Capital and Community and associate editor for Studies in Educational Evaluation. I developed the data teamĀ® procedure, which has been used in different countries (e.g., The Netherlands, Sweden, Belgium, USA), and has received the European Association for Practitioner Research on Improving Learning (EAPRIL) best research-practice award. I have published widely on the use of (assessment) data. I haveĀ received grants from NWO/NRO, the EU (Erasmus plus, Comenius), The Spencer Foundation, The Ministry of Education, STW (Sience and Technology fund, the Netherlands), and several school boards. I also have several international collaborations (e.g., with the University of Auckland, Antwerp University, and The University of California San Diego).Ā 


  • Psychology

    • Teachers
    • Data-Based Decision Making
    • Research
    • Assessment
  • Social Sciences

    • Schools
    • Decision Making
  • Computer Science

    • Teams
    • Decision-Making


Ancillary activities

  • XDTPDirector of XDTP, a spin-off company of the UT
  • British School of BrusselsMember of the board of Trustees

My research focusses on the use of different types of data and the use of Artificial Intelligence (AI) in education. I have studied the use of formative assessment (data-based decision making, assessment for learning, and diagnostic testing), the use of research in schools, and big data in education. How can we support schools in the use of data to improve education is one of my central questions. In this work I focus on different stakeholders, such as teachers, but also students. I am the initiator and project leader of the data teamĀ® procedure project. After a small scale pilot, the data teamĀ® procedure ihas been used by many schools in the Netherlands, England, Belgium, Sweden, and the USA.Ā I have been involved in several studies regarding the use of data in different countries. One of these projects, for example, was an EU funded project into the use of data in the Netherlands, England, Germany, Lithuania and Poland.Ā 


Distinguishing aspects of sustainabilityJournal of educational change, 24, 805-835. Tappel, A. P. M., Poortman, C. L., Schildkamp, K. & Visscher, A. J.https://doi.org/10.1007/s10833-022-09465-3Sustaining data use professional learning communities in schools: The role of leadership practicesStudies in educational evaluation, 78, Article 101273. van den Boom-Muilenburg, S. N., Poortman, C. L., Schildkamp, K., de Vries, S. & van Veen, K.https://doi.org/10.1016/j.stueduc.2023.101273Promoting Sustainable Educational Innovation Using the Sustainability MeterJournal of professional capital and community, 8(3), 234-255. Tappel, A. P. M., Poortman, C. L., Schildkamp, K. & Visscher, A.https://doi.org/10.1108/JPCC-02-2023-0008Adapting Teaching to Studentsā€™ Needs: What Does It Require from Teachers?In Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights (pp. 723-736). Springer Nature. 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_33Teachersā€™ and studentsā€™ perceptions of a sense of community in blended educationEducation and information technologies (E-pub ahead of print/First online). Pei, L., Poortman, C., Schildkamp, K. & Benes, N.https://doi.org/10.1007/s10639-023-11853-yThe impact of an assessment for learning teacher professional development program on studentsā€™ metacognitionSchool effectiveness and school improvement, 34(1), 109-129. de Vries, J., Dimosthenous, A., Schildkamp, K. & Visscher, A.https://doi.org/10.1080/09243453.2022.2116461Innovation of Education at Higher Education Institutions: The Contribution of Centres of Excellence for Teaching and Learning. University of Twente. Kottmann, A.https://doi.org/10.3990/1.9789036559195PLGs voor draagvlak en blijvende ontwikkeling: Handleiding voor het werken in Professionele LeerGemeenschappen in de school. Universiteit Twente, ELAN. Poortman, C. L., Lubbers, M. & Schildkamp, K.
Teacher professional development in Assessment for Learning. University of Twente. Wolterinck, C. H. D.https://doi.org/10.3990/1.9789036554664In dialogue with data in education. University of Twente. Schildkamp, K.Posterpresentatie: Theoretische en praktische inzichten rondom leiderschap in onderwijsinnovatie met ICT. Post, M., Hopster-den Otter, D., Nouta, J., Lubbers, M., Blijleven-Tebbe, N. & Schildkamp, K.Assessment for learning: developing the required teacher competenciesEuropean journal of teacher education (E-pub ahead of print/First online). Wolterinck, C., Poortman, C., Schildkamp, K. & Visscher, A.https://doi.org/10.1080/02619768.2022.2124912Donā€™t Wait, Innovate! Preparing Students and Lecturers in Higher Education for the Future Labor MarketEducation Sciences, 12(9), Article 620. Ter Beek, M., Wopereis, I. & Schildkamp, K.https://doi.org/10.3390/educsci12090620Bewustwording creĆ«ren rond onderwijsinnovatie met ICT op integraal niveauTijdschrift voor hoger onderwijs. ter Beek, M., Otter, D. H.-d. & Schildkamp, K.https://tvho.nl/article/view/13549/15144The impact on student achievement of an assessment for learning teacher professional development programStudies in educational evaluation, 74, Article 101184. de Vries, J., Dimosthenous, A., Schildkamp, K. & Visscher, A.https://doi.org/10.1016/j.stueduc.2022.101184How can educational innovations become sustainable?: A review of the empirical literature. Prenger, R., Tappel, A. P. M., Poortman, C. L. & Schildkamp, K.How can educational innovations become sustainable?: A review of the empirical literatureFrontiers in Education, 7, Article 970715. Prenger, R., Tappel, A. P. M., Poortman, C. L. & Schildkamp, K.https://doi.org/10.3389/feduc.2022.970715

Research profiles

I obtained my official university teacher qualification (ā€œCertificaat Basiskwalificatie Onderwijsā€). I have taught several courses at bachelor, master, and PhD level. Some examples:

  • Seminars for the Senior University Teaching Qualification (SUTQ) program
  • Traineeship teacher training colleges: module assessment
  • Supervisor for bachelor and master graduation projects
  • Assessment, monitoring, and improving student and school performance (master EST)
  • Module data-based decision making Trending Topics (master EST)
  • Honours programma: module individual project and instructional design
  • Teacher Educational Science 1 and 2 for ELAN
  • TOM module ā€˜learning in the classroomā€™.
  • Guest lectures, such as for teacher training college (MEBIT), Penta Nova, Saxion
  • Examiner for the University of Auckland

Affiliated study programs

Courses academic year 2023/2024

Courses in the current academic year are added at the moment they are finalised in the Osiris system. Therefore it is possible that the list is not yet complete for the whole academic year.

Courses academic year 2022/2023

Examples of projects:

  • Stichting Carmelcollege (a large Dutch school board): Assessment in professional learning networks (2021-2025)
  • NWO/NRO (national science foundation): STRIPES2021: STRucturing Interdisciplinary Projects for Engineering Students (2019-2022)
  • NWO/NRO (national science foundation): Field lab sustainable school improvement (2019-2020)
  • An Erasmus plus grant from European Union:Ā The power of data to take smart decisions for school improvement (2018-2021)
  • Ministry of Education: Professional development in the use of formative assessment (2018)
  • Spencer Foundation (USA): Data teams for school improvement (2017-2018)
  • NWO/NRO (national science foundation): The role of school leadership in realizing sustainable school improvement (2017-2021)
  • NWO/NRO (national science foundation): Big data, big questions? (2017)
  • Stichting Carmel college (a large Dutch school board): Sustainability of a data use intervention (2016-2022)
  • Ministry of Education: Diagnostic testing (2015-2018)
  • Veldvest and Vivente (two Dutch school boards): Data teams in primary education (2014-2016)
  • NWO/NRO (national science foundation): Conditions for formative assessment (2013-2014)
  • Stichting Carmel college (a large Dutch school board): Data teams for school improvement: Effects (2011-2015)
  • Ministry of Education: Data teams for school improvement: Sustainability (2012-2016)
  • A Comenius grant from the European Union. Partners: University of Twente, PCG Polska (Poland), Specialist Schools and Academic Trusts (UK), Modern Didactics Center (Lithuania), Institute for Information Management (Germany):Ā Using data for improving school and student performance (2012-2012)


University of Twente

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Hallenweg 17
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