Renske Bouwer

Renske Bouwer
Utrecht University | UU · Utrecht Institute of Linguistics OTS (UiL OTS)

Assistant Professor

About

33
Publications
12,210
Reads
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237
Citations
Introduction
I am an assistant professor in Language & Education at Utrecht University. As a multidisciplinary researcher, I combine theories from Educational Sciences, Psychology and Linguistics to improve the education and assessment of writing. I am driven to bridge the gap between theory and practice by implementing evidence-based practices into classrooms and using teachers' experiences as an input for research. Currently, I am PI of a NRO-funded project, a Comenius Teaching Fellow and PhD supervisor.

Publications

Publications (33)
Article
Full-text available
The advantage of comparative judgment is that it is particularly suited to assess multidimensional and complex constructs as text quality. This is because assessors are asked to compare texts holistically and to make a quality judgment for each text in a pairwise comparison based upon on the most salient and critical differences. Also, the resulted...
Article
Full-text available
Several studies have proven that comparative judgment (CJ) is a reliable and valid assessment method for a variety of competences, expert assessment, and peer assessment, and CJ is emerging as a possible approach to help maintain standards over time. For consecutive pairs of student works (representations) assessors are asked to judge which represe...
Article
Full-text available
The first purpose of the present study was to examine the effect of dialogic classroom talk on children’s language ability (i.e. oral communicative competence and receptive vocabulary knowledge). The second purpose was to examine the effect of this type of classroom talk on children’s social acceptance (i.e. theory of mind and social acceptance). A...
Article
Full-text available
Research has shown that interactive book reading in early childhood classrooms contributes to children’s language development. High quality interaction during book reading has been shown to be beneficial for children’s language development, but more research is needed on which interaction practices really work, as there is great variability. The pr...
Conference Paper
Full-text available
“Studenten kunnen niet meer schrijven!” Ieder studiejaar opnieuw verschijnen er krantenkoppen van die strekking, waarin docenten uit het hoger onderwijs klagen over het niveau van schrijfvaardigheid van hun studenten. Om van studenten betere schrijvers te maken, hebben wij de Schrijfmachine ontwikkeld. Met online tools en wetenschappelijke kennis o...
Article
Full-text available
In de praktijk en uit eerder empirisch onderzoek blijkt dat cv-screening niet altijd zorgt voor geschikte kandidaten voor een vacature. Verschillende zaken kunnen hiervan de oorzaak zijn: één beoordelaar voert de screening uit, waardoor cognitieve vertekeningen het selectieproces kunnen beïnvloeden; de beoordeling focust niet op alle relevante aspe...
Article
Purpose. The Flemish Examination Centre designed an intervention to establish a professional learning community on the topic of writing assessment. The aim of this study was to investigate the effects of this intervention and explain how it this intervention succeeded in establishing a professional learning community. Design/ methodology / approac...
Article
Comparative Judgement (CJ) aims to improve the quality of performance-based assessments by letting multiple assessors judge pairs of performances. CJ is generally associated with high levels of reliability, but there is also a large variation in reliability between assessments. This study investigates which assessment characteristics influence the...
Article
Full-text available
In higher education, writing tasks are often accompanied by criteria indicating key aspects of writing quality. Sometimes, these criteria are also illustrated with examples of varying quality. It is, however, not yet clear how students learn from shared criteria and examples. This research aims to investigate the learning effects of two different i...
Article
Full-text available
To enable a proper evaluation of the results of writing interventions for scientific replication and theory building, it is of vital importance that the design principles underlying an intervention and operationalization thereof are clearly described. A detailed description of a writing intervention is also important from a practical point of view,...
Article
Full-text available
Om het onderwijs in schrijfvaardigheid op de basisschool te verbeteren is in nauwe samen-werking met docenten de lesmethode Tekster ontwikkeld. Tekster is een strategiegericht lesprogramma voor schrijfvaardigheid voor de hoogste drie leerjaren van het basisonder-wijs (groep 6 tot en met 8 1), waarin leerlingen door een combinatie van modeling, expl...
Article
Full-text available
Dit themanummer bestaat uit 6 artikelen en een discussiebijdrage over schrijven en schrijfonderwijs in Nederland en Vlaanderen. Dit themanummer komt voort uit een groep van Vlaamse en Nederlandse schrijfonderzoekers die regelmatig samenkomen om zowel nationale als internationale trends binnen het schrijfonderzoek te bespreken en te bediscussiëren....
Conference Paper
Full-text available
Comparative Judgement (CJ) represents the shared consensus of multiple assessors, increasing both the reliability (Pollitt, 2012) and the validity of the judgements (Van Daal et al., 2016). However, as assessors are allowed to use their own conceptualization of quality, individual judgements can deviate from the group consensus. Misfit statistics c...
Poster
Full-text available
Reliablity and validity of a two-stage approach in Comparative Judgement
Presentation
Full-text available
To ensure the development of competences in education, performance assessments are a necessity. In these assessments, students are asked to create a (written) product or to give a presentation. Evaluating performance assessments is problematic, however, as assessors differ in how they interpret and use rating criteria. As a result, analytic scoring...
Conference Paper
Het beoordelen van teksten is een moeilijke opgave. Toch is het belangrijk dat het beoordelen op een betrouwbare en valide manier gebeurt. De rationale achter zowel het beoordelen aan de hand van ankerteksten als het paarsgewijs vergelijken is dat het beoordelen van teksten makkelijker loopt als je teksten onderling met elkaar kan vergelijken. Bij...
Presentation
Full-text available
Het is reeds aangetoond dat paarsgewijs beoordelen een betrouwbare manier is om complexe competenties te beoordelen. Maar hoeveel vergelijkingen zijn precies nodig voor een betrouwbare rangorde? Om deze vraag te beantwoorden is een meta-analyse uitgevoerd over 26 assessments met paarsgewijs beoordelen. Per assessment is berekend hoeveel vergelijkin...
Poster
Full-text available
Performance assessments are considered to be a valid way of assessing competences of students in higher education. In performance assessments, students are asked to perform in an authentic setting, for instance by creating a written product or giving a presentation. As such performances can differ greatly between students, the evaluation is a diffi...
Conference Paper
Full-text available
Peer assessment (PA) is an effective instructional practice to promote students' learning (Dochy, Segers, & Sluijsmans, 1999). However, students do not always have the relevant knowledge and skills to reliably and validly assess their peers' work. To overcome this, comparative judgement (CJ) was introduced in PA (Jones & Alcock, 2014). In CJ, pairs...
Article
Full-text available
Veel leerkrachten corrigeren met engelengeduld de teksten van hun leerlingen, maar heeft al die feedback eigenlijk zin? Wat pakken leerlingen ervan op bij het herschrijven? Welke revisies zorgen voor de grootste vooruitgang? Dit onderzoek laat zien dat leerlingen uit groep 8 gebaat zijn bij feedback op hogere-orde-aspecten van de tekst. Vooral zwak...
Article
Full-text available
In this study, we tested the effects of Tekster [Texter], a comprehensive strategy-focused writing instruction program, using a switching replication design. The program was implemented by fourth, fifth, and sixth grade teachers (N = 76) in 60 general education classrooms in the Netherlands. Students (n = 688) and teachers (n = 31) in Group 1 worke...
Article
Full-text available
Docenten geven leerlingen vaak de opdracht om voor het schrijven eerst een kladversie te schrijven, maar helpt dat om uiteindelijk een betere tekst te schrijven? In dit onderzoek is gekeken naar het toepassen van prewriting door basisschoolleerlingen. We hebben een interventiestudie uitgevoerd, waarin we leer- lingen hebben aangeleerd om voorafgaan...
Article
Full-text available
To improve writing instruction in the upper elementary grades, we developed the comprehensive strategy-focused writing instruction program Tekster [Texter]. The effects of Tekster were tested in two large-scale experiments, involving 2766 students and 144 teachers from 52 schools. The first intervention lasted 8 weeks (2 lessons a week), the second...
Thesis
Full-text available
The Dutch Inspectorate for Education established that the quality of elementary students’ writing is below the desired level, and that the teaching of writing must be improved. The aim of this PhD research was therefore to improve writing education in upper elementary grades by developing an effective teaching program for writing, including profess...
Article
Full-text available
In the present study, aspects of the measurement of writing are disentangled in order to investigate the validity of inferences made on the basis of writing performance and to describe implications for the assessment of writing. To include genre as a facet in the measurement, we obtained writing scores of 12 texts in four different genres for each...
Article
Full-text available
Op basis van een docent-oordeel over één geschreven tekst valt nauwelijks te generaliseren naar de schrijfvaardigheid van een leerling, gezien de grote verschillen tussen oordelen van verschillende docenten én de grote verschillen tussen prestaties op verschillende schrijftaken van leerlingen. In het onderzoek van Renske Bouwer en Huub van den Berg...

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Projects

Projects (5)
Project
De Schrijfmachine is een online platform met wetenschappelijk beproefde tools die studenten meer grip geven op hun eigen schrijfproces. Hiermee hopen we dat studenten met meer motivatie, zelfvertrouwen en doorzettingsvermogen tot betere academische teksten komen. www.academischschrijven.nl.
Project
The goal of the current project is to study the effect of dialogic classroom talk on young students' social competencies. More precisely, we will study how dialogically organized classroom talk contributes to students' (aged 4-7) sociometric status, theory of mind, well-being, language competence and classroom climate.