Abstract
In this concluding chapter conclusions are drawn, and the relevance of the results for educational science and policy and practice are discussed. Illustrations are provided that were drawn from the exploration of policy and practices in the Netherlands. Synthetic answers to the three research questions that guided the study are as follows: The OTL concept is better understood when it is placed in a larger framework of curricular alignment in educational systems. The average effect of OTL, estimated from the various parts of this study, amounts to a modest effect (d coefficient of 0.30, percentage of significant positive associations with achievement results of 44). Implications for educational policy are the recommendations to monitor the quality and curricular validity of high stakes tests, and to actively manage alignment between curricular components. Implications for educational practice in teaching are to consider optimizing OTL in the form of legitimate test preparation practices, and aligning formative and summative tests. Legitimate test preparation procedures are also highlighted as a relevant area for further research.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Appelhof, P. (2016). OTL in de Nederlandse onderwijspraktijk: Bevordering van de gelegenheid tot leren in het basisonderwijs, in het bijzonder bij het rekenonderwijs. OTL in Dutch education. In J. Scheerens (Ed.), Opportunity to learn, instructional alignment and test preparation: A research review. Utrecht: Oberon.
Bishop, J. (1997). The effect of national standards and curriculum-based exams on achievement. Cornell University. Center for advanced Human Relations Studies.
Drost, M., & Verra, P. (2015). Handboek RTTI. Bodegraven: Docenplus.
Ehren, M., Wollaston, N., Goodwin, J., & Newton, P. (2016). Teachers’ backward-mapping of patterns in high stakes math tests. London: London Institute of Education.
Groot, A. D. (1986). Begrip van evalueren. ’s-Gravenhage: Vuga.
OECD (2014). PISA 2012 results: Vol. IV. What makes schools successful? Resources, policies and practices. Paris: OECD Publishing.
Polikoff, M. S., & Porter, A. C. (2014). Instructional alignment as a measure of teaching quality. Educational Evaluation and Policy Analysis, 36, 399–416.
Popham, W. J. (1991). Appropriateness of teachers’ test-preparation practices. Educational Measurement: Issues and Practice, Winter.
Popham, W. J. (2001). Teaching to the test. Educational Leadership, 58(6), 16–20.
Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. Alexandria, Virginia: ACSD.
Sahlgren, G. H. (2015). Real finish lessons: The true story of an education superpower. Surrey: Center for Policy Studies.
Scheerens, J. (2016). Educational effectiveness and ineffectiveness. A critical review of the knowledge base. Dordrecht, Heidelberg, New-York, London: Springer.
Scheerens, J., Luyten, H., Glas, C. A., Jehangir, K., & Van den Bergh, M. (2014). System level indicators. Analyses based on PISA 2009 data. Internal Report. Enschede: University of Twente.
Vanlommel, K., Vanhoof, J., & Van Petegem, P. (2016). Data use by teachers: The impact of motivation, decision-making style, supportive relationships and reflective capacity. Educational Studies.
Visscher, A. J. (2015). Over de zin van opbrengstgericht(er) werken in het onderwijs. Groningen: RU, Faculteit der gedrags-en maatschappijwetenschappen.
Willms, J. D., & Somers, M.-A. (2000). Schooling outcomes in Latin America. Report prepared for UNESCO-OREALC and the Laboratorio Latinoamericano de la Calidad de la Educación [The Latin American Laboratory for the Quality of Education].
Woessmann, L., Luedemann, E., Schuetz, G., & West, M. R. (2009). School accountability, autonomy and choice around the world. Cheltenham, UK/Northampton, MA, USA: Edward Elgar.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Scheerens, J. (2017). Recapitalization, Implications for Educational Policy and Practice and Future Research. In: Scheerens, J. (eds) Opportunity to Learn, Curriculum Alignment and Test Preparation . SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-43110-9_6
Download citation
DOI: https://doi.org/10.1007/978-3-319-43110-9_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-43109-3
Online ISBN: 978-3-319-43110-9
eBook Packages: EducationEducation (R0)