Publicaties
2022
Wetenschappelijke publicaties
Opstoel, K., Prins, F., Jacobs, F., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2022). Physical education teachers’ perceptions and operationalisations of personal and social development goals in primary education. European Physical Education Review, 28(4), 968-984. https://doi.org/10.1177/1356336X221102300
Baartman, L., Baukema, H., & Prins, F. (2022). Exploring students’ feedback seeking behavior in the context of programmatic assessment. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2022.2100875
Schellekens, L. H., van der Schaaf, M. F., van der Vleuten, C. P. M., Prins, F. J., Wools, S., & Bok, H. G. J. (2022). Developing a digital application for quality assurance of assessment programmes in higher education. Quality Assurance in Education. https://doi.org/10.1108/QAE-03-2022-0066
Kasch, J., Bootsma, M., Schutjens, V., Dam, F. V., Kirkels, A., Prins, F., & Rebel, K. (2022). Experiences and perspectives regarding challenge-based learning in online sustainability education [version 1; peer review: awaiting peer review]. Emerald Open Research. https://doi.org/10.35241/emeraldopenres.14664.1
Jaspers, W. M., Prins, F., Meijer, P. C., Mainhard, T., & Wubbels, T. (2022). Mentor teachers’ intended intervening during student teachers’ lessons: A vignette study in Dutch primary education. Teaching and Teacher Education, 117, 1-14. [103342]. https://doi.org/10.1016/j.tate.2021.103342
Grunefeld, H., Prins, F. J., Tartwijk, J. V., & Wubbels, T. (2022). Development of educational leaders’ adaptive expertise in a professional development programme. International Journal for Academic Development, 27(1), 58-70. https://doi.org/10.1080/1360144X.2021.1898966
Agricola, B. T., van der Schaaf, M. F., Prins, F. J., & van Tartwijk, J. (2022). The development of research supervisors’ pedagogical content knowledge in a lesson study project. Educational Action Research, 30(2), 261-280 . https://doi.org/10.1080/09650792.2020.1832551
2021
Wetenschappelijke publicaties
Kasch, J., van Dam, F., Bootsma, M., Kirkels, A. F., van der Molen, M. K., Prins, F., Rimac, A., Schutjens, V., & Rebel, K. (2021). Exploring Pathways towards Interdisciplinary, Inter-University Teaching and Learning. 18-18. Abstract from The International Society for the Scholarship of Teaching and Learning (ISSOTL) 2021 (Online). https://issotl.com/issotl21/
https://dspace.library.uu.nl/bitstream/handle/1874/415779/Exploring_Pathways_towards_Interdisciplinary_Inter_University_Teaching_and_Learning.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/415779/Exploring_Pathways_towards_Interdisciplinary_Inter_University_Teaching_and_Learning.pdf?sequence=1
Prilop, C. N., Weber, K. E., Prins, F. J., & Kleinknecht, M. (2021). Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education. Studies in Educational Evaluation, 70, 1-12. [101062]. https://doi.org/10.1016/j.stueduc.2021.101062
Schot, W. D., Hegeman, M. A., ten Broeke, T., Valentijn, F. A., Meijerman, I., Prins, F. J., Dictus, W. J. A. G., & Bovenschen, N. (2021). A novel undergraduate biomedical laboratory course concept in synergy with ongoing faculty research. Biochemistry and Molecular Biology Education, 49(5), 758-767. https://doi.org/10.1002/bmb.21563
Haagsman, M., Snoek, B., Peeters, A., Scager, K., Prins, F., & van Zanten, M. (2021). Examiners' use of rubric criteria for grading bachelor theses. Assessment and Evaluation in Higher Education, 46(8), 1269-1284. https://doi.org/10.1080/02602938.2020.1864287
Agricola, B. T., Prins, F. J., van der Schaaf, M. F., & van Tartwijk, J. (2021). Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education. Scandinavian Journal of Educational Research, 65(5), 877-897. https://doi.org/10.1080/00313831.2020.1775115
Vakpublicaties
ten Berge, H. (Author), Schot, W. (Author), & Prins, F. (Author). (2021). Sociaal contact en communityvorming op afstand. Web publication/site https://www.uu.nl/onderwijs/onderwijsadvies-training/kennisdeling/themadossier-onderwijs-op-afstand/online-onderwijs/sociaal-contact-en-communityvorming-op-afstand
Braak, M., Snel, M., & Prins, F. (2021). Het stimuleren van zelfregulatie bij pabostudenten door het geven van duurzame feedback. VELON : tijdschrift voor lerarenopleiders, 42(3), 70-80.
2020
Wetenschappelijke publicaties
Agricola, B. T., Prins, F. J., & Sluijsmans, D. M. A. (2020). Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy and Practice, 27(1), 6-25. https://doi.org/10.1080/0969594X.2019.1688764
Opstoel, K., Chapelle, L., Prins, F. J., de Meester, A., Haerens, L., van Tartwijk, J. W. F., & de Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797-813. https://doi.org/10.1177/1356336X19882054
Agricola, B. T., van der Schaaf, M. F., Prins, F. J., & van Tartwijk, J. (2020). Shifting Patterns in Co-regulation, Feedback Perception, and Motivation During Research Supervision Meetings. Scandinavian Journal of Educational Research, 64(7), 1030-1051. https://doi.org/10.1080/00313831.2019.1640283
2019
Wetenschappelijke publicaties
Jonsson, A., & Prins, F. J. (2019). Editorial: Transparency in Assessment—Exploring the Influence of Explicit Assessment Criteria. Frontiers in Education, 3, [119]. https://doi.org/10.3389/feduc.2018.00119
Filius, R. M., de Kleijn, R. A. M., Uijl, S. G., Prins, F. J., van Rijen, H. V. M., & Grobbee, D. E. (2019). Audio peer feedback to promote deep learning in online education. Journal of Computer Assisted Learning, 35(5), 607-619. https://doi.org/10.1111/jcal.12363
2018
Wetenschappelijke publicaties
Filius, R. M., De Kleijn, R. A. M., Uijl, S. G., Prins, F. J., Van Rijen, H. V. M., & Grobbee, D. E. (2018). Promoting deep learning through online feedback in SPOCs. Frontline Learning Research, 6(2), 92-113. https://doi.org/10.14786/flr.v6i2.350
Filius, R. M., de Kleijn, R. A. M., Uijl, S. G., Prins, F. J., van Rijen, H. V. M., & Grobbee, D. E. (2018). Strengthening dialogic peer feedback aiming for deep learning in SPOCs. Computers and Education, 125, 86-100. https://doi.org/10.1016/j.compedu.2018.06.004
Baartman, L. K. J., & Prins, F. J. (2018). Transparency or Stimulating Meaningfulness and Self-Regulation? A Case Study About a Programmatic Approach to Transparency of Assessment Criteria. Frontiers in Education, 3, [104]. https://doi.org/10.3389/feduc.2018.00104
Agricola, B., Prins, F. J., van der Schaaf, M. F., & van Tartwijk, J. W. F. (2018). Teachers’ diagnosis of students’ research skills during the mentoring of the undergraduate thesis. Mentoring & Tutoring: Partnership in Learning, 26(5), 542-562. https://doi.org/10.1080/13611267.2018.1561015
Jaspers, W. M., Prins, F. J., Meijer, P., & Wubbels, T. (2018). Mentor teachers' practical reasoning about intervening during student teachers' lessons. Teaching and Teacher Education, 75, 327-342. https://doi.org/10.1016/j.tate.2018.07.004
Leenknecht, M. J. M., & Prins, F. J. (2018). Formative peer assessment in primary school: the effects of involving pupils in setting assessment criteria on their appraisal and feedback style. European Journal of Psychology of Education, 23(1), 101-116. https://doi.org/10.1007/s10212-017-0340-2
Filius, R. M., De Kleijn, R. A. M., Uijl, S. G., Prins, F. J., van Rijen, H. V. M., & Grobbee, D. E. (2018). Challenges concerning deep learning in SPOCs. International Journal of Technology Enhanced Learning, 10(1-2), 111-127. https://doi.org/10.1504/IJTEL.2018.088341
Vakpublicaties
Dijkema, S., Doolaard, S., Prins, F. J., Claessens, L. C. A., & Ebbes, R. (2018). Het functioneren van beginnende leerkrachten in hun groep en in de school; verschillen tussen alumni van de academische en de hbo-pabo: Eindrapportage. GION, Rijksuniversiteit Groningen. http://hdl.handle.net/11370/03621e6a-f6bc-49b0-b191-20db1effcc8f
Filius, R. M., de Kleijn, R. A. M., Uijl, S. G., Prins, F. J., van Rijen, H., & Grobbee, D. E. (2018). Uitdagingen bij het stimuleren van diep leren in SPOCs. Onderzoek van Onderwijs, 47, 7-11.
2017
Wetenschappelijke publicaties
Grunefeld, H., Prins, F. J., van Tartwijk, J. W. F., van der Vaart, R., Loads, D., Turner, J., Mårtensson, K., Gibbons, A. M. N., Harboe, T., Poder, K., & Wubbels, T. (2017). Faculty development for educational leadership. In B. Stensaker, G. T. Bilbow, L. Breslow, & R. Van der Vaart (Eds.), Strengthening teaching and learning in research universities: strategies and initiatives for institutional change (pp. 73-101). Palgrave Macmillan.
Prins, F. J., de Kleijn, R., & Tartwijk, J. V. (2017). Students’ use of a rubric for research theses. Assessment and Evaluation in Higher Education, 42(1), 128-150. https://doi.org/10.1080/02602938.2015.1085954
Overige resultaten
Agricola, B., Prins, F. J., van der Schaaf, M. F., & van Tartwijk, J. W. F. (2017). Analysing teachers’ in-the-moment decisions and students’ feedback perception during research supervision meetings about the undergraduate dissertation. EARLI Advanced Study Colloquium, Utrecht, Netherlands.
Agricola, B., van der Schaaf, M. F., Prins, F. J., & van Tartwijk, J. W. F. (2017). Teachers’ decision-making and reasoning: how consistent are their planned and interactive decisions?. Poster session presented at 17th Biennial EARLI Conference, Tampere, Finland.
Jaspers, W. M., Prins, F. J., Meijer, P. C., & Wubbels, T. (2017). Mentor teacher’s interventions during student teacher’s lessons: Can we predict these?. Paper presented at 17th Biennial EARLI Conference, Tampere, Finland.
2016
Wetenschappelijke publicaties
Jansen In De Wal, J., Hornstra, L., Prins, F. J., Peetsma, T., & Van Der Veen, I. (2016). The prevalence, development and domain specificity of elementary school students’ achievement goal profiles. Educational Psychology, 36, 1303-1322. https://doi.org/10.1080/01443410.2015.1035698
Vakpublicaties
Zandsteeg, G. A. B., van der Schaaf, M. F., Hulshof, C. D., & Prins, F. J. (2016). Het beoordelen van afstudeeropdrachten. In Toetsen op school. Hoger onderwijs. (pp. 52-63). Stichting Cito Instituut voor Toetsontwikkeling.
https://dspace.library.uu.nl/bitstream/handle/1874/347132/Toetsen_op_School_HO.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/347132/Toetsen_op_School_HO.pdf?sequence=1
Snel, M., Siegers, E., & Prins, F. J. (2016). Een kijkkader voor schriftelijke feedback. VELON : tijdschrift voor lerarenopleiders, 37(3), 61-64.
de Kleijn, R. A. M., Prins, F. J., Lutz, C., van Look, C. J., & van Tartwijk, J. W. F. (2016). Formatief toetsen en leerlingmotivatie. In D. Sluijsmans, & R. Kneyber (Eds.), Toetsrevolutie: Naar een feedbackcultuur in het voortgezet onderwijs (pp. 66-78). Phronese. http://www.toetsrevolutie.nl
Overige resultaten
Agricola, B., Prins, F. J., van der Schaaf, M. F., & van Tartwijk, J. W. F. (2016). Changes in Students’ Self-regulated Learning, Feedback Perception and Motivation during Undergraduate Research Projects. Paper presented at EARLI SIG1 Conference , Munich, Germany.
Jaspers, W. M., Prins, F. J., Meijer, P. C., & Wubbels, T. (2016). Mentor teachers' reasoning for intervening during student teachers' lessons.
2015
Overige resultaten
de Kleijn, R. A. M., Prins, F. J., Lutz, C., van Look, C. J., & van Tartwijk, J. W. F. (2015). A review on the impact of assessment on learner motivation. Paper presented at EARLI , Cyprus, United Kingdom.
de Kleijn, R. A. M., Prins, F. J., Lutz, C., van Look, C. J., & van Tartwijk, J. W. F. (2015). A systematic review on the impact of assessment on learner motivation. Paper presented at AERA, Chicago, United States.
de Kleijn, R. A. M., Prins, F. J., Lutz, C., van Look, C. J., & van Tartwijk, J. W. F. (2015). De invloed van verschillende toetsvormen op motivatie in diverse leeromgevingen. Paper presented at ORD, Leiden, Netherlands.
Baartman, L., Kloppenburg, R., & Prins, F. J. (2015). Determining assessment quality at the programme level. Poster session presented at EARLI , Cyprus, United Kingdom.
Jaspers, W. M., Prins, F. J., Meijer, P. C., & Wubbels, T. (2015). Mentor teachers' practical arguments for intervening during student teachers' lessons. Paper presented at EARLI 2015, Limassol, Cyprus.
Agricola, B., van der Schaaf, M. F., Prins, F. J., & van Tartwijk, J. W. F. (2015). Students’ self-regulated learning, feedback perceptions and motivation during undergraduate research projects. Paper presented at ICO Fallschool, Utrecht, United Kingdom.
Agricola, B., Prins, F. J., van der Schaaf, M. F., & van Tartwijk, J. W. F. (2015). Diagnosing students’ understanding: Exploring teacher behaviour during teacher-student dialogues. Paper presented at EARLI 2015, Limassol, Cyprus.
Agricola, B., van der Schaaf, M. F., Prins, F. J., & van Tartwijk, J. W. F. (2015). Zelfregulerend leren en feedbackpercepties van studenten tijdens begeleidingsgesprekken van de bachelorthesis. Paper presented at Onderwijs Research Dagen 2015, Leiden, Netherlands.
Agricola, B., Prins, F. J., van der Schaaf, M. F., & van Tartwijk, J. W. F. (2015). Diagnosticeer keer op keer. Hoe ziet de scriptiebegeleiding van studenten er uit?. Paper presented at Hoger Gezondheids Zorg Onderwijs congres, Lunteren, Netherlands.
2014
Wetenschappelijke publicaties
De Jong, T., Beishuizen, J., Hulshof, C., Prins, F., Van Rijn, H., Van Someren, M., Veenman, M., & Wilhelm, P. (2014). Determinants of discovery learning in a complex simulation learning environment. In Cognition, Education, and Communication Technology (pp. 257-284). Taylor and Francis - Balkema. https://doi.org/10.4324/9781410612892
Vaessen, B., Prins, F., & Jeuring, J. (2014). University students’ achievement goals and help-seeking strategies in an Intelligent Tutoring System. Computers & Education, 72, 196-208. https://doi.org/10.1016/j.compedu.2013.11.001
Jaspers, W. M., Meijer, P. C., Prins, F., & Wubbels, T. (2014). Mentor teachers: Their perceived possibilities and challenges as mentor and teacher. Teaching and Teacher Education, 44, 106-116. https://doi.org/10.1016/j.tate.2014.08.005
Vakpublicaties
Prins, F. J., van der Schaaf, M. F., & Mainhard, M. T. (2014). Percepties van interpersoonlijk studentgedrag tijdens feedbackdialogen. In J. W. F. van Tartwijk, M. Brekelmans, P. J. den Brok, & M. T. Mainhard (Eds.), Theorie en praktijk van leren en de leraar : Liber Amicorum Theo Wubbels (pp. 43-55). SWP.
https://dspace.library.uu.nl/bitstream/handle/1874/292951/Wubbels_percepties_43_57.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/292951/Wubbels_percepties_43_57.pdf?sequence=1
Overige resultaten
Agricola, B., Prins, F., van der Schaaf, M., & van Tartwijk, J. (2014). Diagnosing students’ understanding: Exploring teacher behaviour during teacher-student dialogues. Paper presented at ICO International Fall School, Blankenberge, Belgium.
Agricola, B., Prins, F., van der Schaaf, M., & van Tartwijk, J. (2014). Diagnosticeer keer op keer: Hoe contingent is de scriptiebegeleiding van studenten?. Paper presented at Onderwijs Research Dagen 2014, Groningen, Netherlands.
de Kleijn, R., Prins, F., Lutz, C., & van Tartwijk, J. (2014). Het (de)motiverende effect van toetsing: Een review naar effecten en mechanismen. Onderwijs Research Dagen (ORD), Groningen, Netherlands.
2013
Wetenschappelijke publicaties
van der Schaaf, M. F., Baartman, L. K. J., Prins, F. J., Oosterbaan, A., & Schaap, H. (2013). Feedback dialogues that stimulate students’ reflective thinking. Scandinavian Journal of Educational Research, 57(3), 227-245. https://doi.org/10.1080/00313831.2011.628693
Dobbelaer, M. J., Prins, F. J., & van Dongen, D. (2013). The impact of feedback training for inspectors. European Journal of Training and Development, 37(1), 86-104.
Overige resultaten
Agricola, B., Prins, F., & Sluijsmans, D. M. A. (2013). Communiceren van assessment feedback. De impact van mondelinge feedback en interactieformulieren op de perceptie, motivatie en self-efficacy van studenten. Paper presented at Onderwijs Research Dagen 2013, Brussel, Belgium.
Prins, F. J., de Kleijn, R. A. M., & van Tartwijk, J. W. F. (2013). Students’ use of a rubric for research papers. Paper presented at Paper presented at the 15th biennial conference of the European Association of Research on Learning and Instruction (EARLI), August 27-31, Munich, Germany.
Prins, F. J., de Kleijn, R. A. M., & van Tartwijk, J. W. F. (2013). Formatief gebruik van rubrics voor onderzoeksartikelen. Paper presented at Paper gepresenteerd op de Onderwijs Research Dagen (ORD), 29-31 mei, Brussel, België.
2012
Wetenschappelijke publicaties
Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2012). Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance. Learning and Instruction, 22(4), 171-184.
van der Schaaf, M. F., Baartman, L. K. J., & Prins, F. J. (2012). Exploring the role of assessment criteria during teachers’ collaborative judgement processes of students’ portfolios. Assessment and Evaluation in Higher Education, 37(7), 847-860. https://doi.org/10.1080/02602938.2011.576312
De Bruin, H. L., van der Schaaf, M. F., Oosterbaan, A. E., & Prins, F. J. (2012). Secondary-school students’ motivation for portfolio reflection. Irish Educational Studies, 31(4), 415-431. https://doi.org/10.1080/03323315.2012.673907
Overige resultaten
Prins, F. J., & Mainhard, M. T. (2012). Meten van percepties van interpersoonlijk studentgedrag tijdens feedbackdialogen: Constructie van een instrument. Paper presented at Paper gepresenteerd op de Onderwijs Research Dagen (ORD), 20-22 juni, Wageningen, Nederland.
Prins, F. J., & Mainhard, M. T. (2012). Development of a questionnaire on interpersonal student behavior (QISB) during feedback dialogues. Paper presented at Paper presented at the meeting of EARLI SIG Assessment, August 28-31, Brussels, Belgium.
van der Schaaf, M. F., Baartman, L., Oosterbaan, A., Prins, F. J., & Schaap, H. (2012). Het stimuleren van reflectie door leerlingen in feedbackdialogen. Paper presented at Paper gepresenteerd op de Onderwijs Research Dagen (ORD), 20-22 juni, Wageningen, Nederland.
2011
Wetenschappelijke publicaties
Phielix, C., Prins, F. J., Kirschner, P. A., Erkens, G., & Jaspers, J. G. M. (2011). Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool. Computers in Human Behavior, 27, 1087-1102.
Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2011). Self-evaluation of assessment programs: A cross-case analysis. Evaluation and Program Planning, 34, 206-216. https://doi.org/10.1016/j.evalprogplan.2011.03.001
Overige resultaten
Phielix, C., Prins, F. J., Janssen, J. J. H. M., & Kirschner, D. (2011). Using a reflection tool to increase reliability of peer assessments in a CSCL environment. Abstract from Computer-Supported Collaborative Learing conference 2011, Hong Kong.
2010
Wetenschappelijke publicaties
Nievelstein, F., van Gog, T., Boshuizen, H. P. A., & Prins, F. J. (2010). Effects of conceptual knowledge and availability of information sources on law students' legal reasoning. Instructional Science, 38(1), 23-35. https://doi.org/10.1007/s11251-008-9076-3
van Gog, T., Sluijsmans, D. M. A., Brinke, D. J. T., & Prins, F. J. (2010). Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains. Educational Technology Research and Development, 58(3), 311-324. https://doi.org/10.1007/s11423-008-9099-0
Phielix, C., Prins, F. J., & Kirschner, P. A. (2010). Awareness of group performance in a CSCL-environment: effects of peer feedback and reflection. Computers in Human Behavior, 26(2), 151-161.
Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2010). Progress feedback effects on students’ writing mastery goal, self-efficacy beliefs, and performance. Educational Research and Evaluation, 16(1), 53-74.
Overige resultaten
van Apeldoorn, J., Prins, F. J., Mainhard, M. T., & ter Braak, E. W. M. T. (2010). Self-regulated learning in medical clerckship. Paper presented at Paper presented at the fourth conference of the EARLI–SIG Metacognition, Muenster, Germany.
Phielix, C., Prins, F. J., & Kirschner, P. A. (2010). Group awareness of social and cognitive behavior in a CSCL environment. Paper presented at Paper presented at the Ninth Biennial International Conference of the Learning Sciences, Chicago, United States of America.
2009
Wetenschappelijke publicaties
Phielix, C., Prins, F. J., & Kirschner, P. A. (2009). The design of Peer Feedback and Reflection Tools in a CSCL Environment. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Proceedings of the Eighth International Conference on Computer Supported Collaborative Learning (pp. 626-635). International Society of the Learning Sciences.
Phielix, C., Prins, F. J., & Kirschner, P. A. (2009). Individueel- en groepsbewustzijn in een CSCL-omgeving: het effect van een peer feedback- en reflectie tool. [Individual and group Awareness in a CSCL environment: the effect of a peer feedback and reflection tool.]. In Onderwijs: een kwestie van emancipatie en (on)gelijkheid. Proceedings van de 36e Onderwijs Research Dagen 2009 (pp. 149-150). VOR, VOF.
Overige resultaten
Prins, F. J., & Mainhard, M. T. (2009). Fostering student’s self-regulation during feedback dialogues in vocational education. Paper presented at Paper presented at the biannual meeting of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands.
Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2009, May 27). Het effect van progressiefeedback op de motivatie van studenten voor schrijven.
Phielix, C., Prins, F. J., & Kirschner, P. A. (2009). The design of Peer Feedback and Reflection Tools in a CSCL Environment. Paper presented at Paper presented at the Thirteenth Biennial International Conference of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands.
2008
Wetenschappelijke publicaties
Kirschner, P. A., Prins, F., Jonker, V., & Kanselaar, G. (2008). Foreword. Computer-Supported Collaborative Learning Conference, CSCL, (PART 1), III.
Nievelstein, F., Van Gog, T., Boshuizen, H. P. A., & Prins, F. J. (2008). Expertise-related differences in conceptual and ontological knowledge in the legal domain. European Journal of Cognitive Psychology, 20(6), 1043-1064. https://doi.org/10.1080/09541440701674777
Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2008). Teachers’ evaluations of their classroom assessments: Comparing a traditional and an innovative school. In Research on schools, neighbourhoods and communities (pp. 287-287)
Prins, F. J., Kirschner, P. A., Jonker, V. H., Prangsma, M. E., Slof, B., Phielix, C., Janssen, J. J. H. M., & Kotkamp, E. (2008). Conferentieverslag. De tweejaarlijkse International Conference for the Learning Sciences (ICLS), 23-28 juni 2008. Pedagogische Studiën, 85, 483-490.
Kanselaar, G., Jonker, V. H., Kirschner, P. A., & Prins, F. J. (2008). International Perspectives in the Learning Sciences: Cre8ting a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences-ICLS2008. Part I. (Vol. 1, Vol. 2, Vol. 3 ed.) International Society for the Learning Sciences Inc.
Boshuizen, H. P. A., Phythian-Sence, C., Wagner, R. K., Gravemeijer, K. P. E., van der Aalsvoort, G. M., Nievelstein, F., van Gog, T., Prins, F. J., Dornan, T., & Scherpbier, A. (2008). Instructional models in domains and professions. In J. M. Spector, M. D. Merrill, J. J. G. Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (pp. 537-566). Lawrence Erlbaum.
Kirschner, P. A., & Prins, F. J. (2008). De Beleving van de Vernieuwingen in het Voortgezet Onderwijs: De Stem van Schoolleiders, Docenten, Ouders/Verzorgers en Scholieren. In Licht op Leren: Proceedings van de 35e Onderwijs Research Dagen 2008 (pp. 22-23). of Education, Technische Universiteit Eindhoven.
Kirschner, P. A., & Prins, F. J. (2008). De beleving van de vernieuwingen in het voortgezet onderwijs: De stem van schoolleiders, docenten, ouders/verzorgers en scholieren. Een rapportage aan de Commissie Parlementair Onderzoek Onderwijsvernieuwingen. (31 007 ed.) SDU.
Kirschner, F., Paas, F., Kirschner, P. A., & Prins, F. J. (2008). Learning form Complex Cognitive Tasks: Comparing Groups to Individuals. In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a Learning World. Proceedings of the Eighth International Conference for the Learning Sciences - {ICLS} 2008 (pp. 446-452). International Society of the Learning Sciences.
Nievelstein, F., van Gog, T., & Prins, F. J. (2008). Instructional models in domains and professions: Learning law The problems withc ontology and reasoning. In J. M. Spector, M. D. Merrill, J. J. G. van Merrïenboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd rev. ed.) (pp. 552-556). Lawrence Erlbaum.
Prins, F. J., Nadolski, R. J., Berlanga, A. J., Drachsler, H., Hummel, H. K. G., & Koper, E. J. R. (2008). Competence Description for Personal Recommendations: The importance of identifying the complexity of learning and performance situations. Educational Technology & Society, 1(3), 141-152.
Phielix, C., Prins, F. J., & Kirschner, P. A. (2008). Het effect van een peer assessment- en reflectie tool op sociale interactie, sociabiliteit en groepsprestatie in een CSCL omgeving. In Licht op Leren: Proceedings van de 35e Onderwijs Research Dagen 2008 (pp. 176-177). Eindhoven School of Education, Technische Universiteit Eindhoven.
Overige resultaten
Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2008). Teachers' evaluations of their classroom assessment: Comparing a traditional and an innovative school. Paper presented at Paper presented at the Annual Meeting of the American Educational Research Association, New York, USA.
Kirschner, P. A., & Prins, F. J. (2008). De Beleving van de Vernieuwingen in het Voortgezet Onderwijs: De Stem van Schoolleiders, Docenten, Ouders/Verzorgers en Scholieren [Large scale innovations in Dutch secondary education: The voice of school managers, teachers, parents and students]. Paper presented at Paper presented at the Onderwijs Research Dagen, Eindhoven.
Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2008, Jun 18). Quality Assurance through self-evaluation: an analysis of the self-evaluation process of 8 vocational schools.
Kirschner, P. A., & Prins, F. J. (2008). Large scale innovations in Dutch secondary education: The voice of school managers, teachers, parents and students. Paper presented at Paper presented at the annual conference of the Association for Educational Communications and Technology (AECT), Orlando, FLA, USA.
Phielix, C., Prins, F. J., & Kirschner, P. A. (2008, Jun 18). Het effect van een peer assessment- en reflectie tool op sociale interactie, sociabiliteit en groepsprestatie in een CSCL omgeving [The effect of a peer assessment- and reflection tool on social interaction, sociability and group performance in a CSCL environment].
Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2008). Teachers' evaluations of their classroom assessments: Comparing a traditional and an innovative school. Paper presented at Paper presented at the AERA conference, New York, USA.
Prins, F. J., Mainhard, M. T., Baldew-Ramkalup, S., Immink-Spikermann, M., & Prins, A. (2008). Zelfregulatie bij het ontvangen van feedback binnen studieloopbaanbegeleiding in het MBO: De rol van de feedbackontvanger tijdens feedbackdialogen. Paper presented at Paper presented at the Onderwijs Research Dagen, Eindhoven.
2007
Wetenschappelijke publicaties
Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2007). Determining the quality of Competence Assessment Programs: A self-evaluation procedure. Studies in Educational Evaluation, 33, 258-281.
Prins, F. J. (2007). Peer assessment as a tool for learning. Tijdschrift voor Hoger Onderwijs, 280-282.
Nievelstein, F., van Gog, T., & Prins, F. J. (2007). Instructional models in domains and professions: Learning law - The problems with ontology and reasoning. In M. D. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communication and Technology (pp. 552-558). Routledge.
Vakpublicaties
Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2007). Kwaliteitsmeting van competentie assessment programma's via zelfevaluatie. OnderwijsInnovatie, maart, 17-26.
Overige resultaten
Nievelstein, F., van Gog, T., Boshuizen, H. P. A., & Prins, F. J. (2007, Aug 1). Expertise development in law: Acquisition of conceptual knowledge structures.
Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2007). Assessment in competence-based education: current characteristics and quality of assessment in Dutch vocational schools. Paper presented at Paper presented at the 12th biennial conference of the European Association for Research on Learning and Instruction (EARLI), Budapest, Hungary, August 2007.
Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2007). An empirical in-depth cross-case analysis of the quality of Competence Assessment Programmes. Paper presented at Paper presented at the Onderwijs Research Dagen, Eindhoven.
Nievelstein, F., van Gog, T., Boshuizen, H. P. A., & Prins, F. J. (2007, Apr 1). Expertise development in law: Acquisition of conceptual knowledge structures.
Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2007). Determining the quality of Competence Assessment Programmes: A self-evaluation procedure. Paper presented at Paper presented at the 12th biennial conference for the European Association for Research on Learning and Instruction (EARLI), Budapest, Hungary.
2006
Wetenschappelijke publicaties
Sluijsmans, D. M. A., Prins, F. J., & Martens, R. L. (2006). The design of competency-based performance assessment in e-learning. Learning Environments Research, 9(1), 45-66. https://doi.org/10.1007/s10984-005-9003-3
Strijbos, J-W., Martens, R. L., Prins, F. J., & Jochems, W. M. G. (2006). Content analysis: What are they talking about? Computers & Education, 46, 29-48.
Prins, F. J., Veenman, M. V. J., & Elshout, J. J. (2006). The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning and Instruction, 16, 374-387.
Sluijsmans, D. M. A., & Prins, F. J. (2006). A theoretical framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32, 6-22.
Prins, F. J., Sluijsmans, D. M. A., & Kirschner, P. A. (2006). Feedback for general practitioners in training: Quality, styles, and preferences. Advances in Health Sciences Education, 11, 289-303.
Sluijsmans, D. M. A., Prins, F. J., & Martens, R. L. (2006). A framework for integrated performance assessment in e-learning. Learning Environments Research, 9, 45-66.
Overige resultaten
Prins, F. J., Sluijsmans, D. M. A., & Kirschner, P. A. (2006). Peer feedback exercises for general practioners: Improving skills for professional development. Paper presented at Paper presented at the AERA conference, San Francisco, USA, April 2006.
Baartman, L. K. J., Prins, F. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2006). The CAP quality meter: the evaluation and use of a self-evaluation instrument for schools to determine the quality of their Competency Assessment Programmes. Paper presented at Paper presented at the 3rd Biennial EARLI SIG Assessment Conference, Northumbria, United Kingdom, August 2006.
2005
Wetenschappelijke publicaties
Boshuizen, H. P. A., Van Bruggen, J. M., Prins, F. J., & Nievelstein, F. (2005). The role of knowledge development and ontology change in the development of competence in legal reasoning. In H. Gruber, C. Harteis, R. H. Mulder, & M. Rehrl (Eds.), Bridging individual, organisational, and cultural aspects of professional learning (pp. 307-311). Roderer.
Prins, F. J., Sluijsmans, D. M. A., Kirschner, P. A., & Strijbos, J-W. (2005). Formative peer assessment in a CSCL Environment: A case study. Assessment and Evaluation in Higher Education, 30, 417-444.
https://dspace.library.uu.nl/bitstream/handle/1874/12708/kirschner_05_formative_peer_assessment_cscl_environment.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/12708/kirschner_05_formative_peer_assessment_cscl_environment.pdf?sequence=1
2003
Wetenschappelijke publicaties
Veenman, M. V. J., Prins, F. J., & Verheij, J. (2003). Learning styles: Self-reports versus thinking-aloud measures. British Journal of Educational Psychology, 73(3), 357-372. https://doi.org/10.1348/000709903322275885
2002
Wetenschappelijke publicaties
Veenman, M. V. J., Prins, F. J., & Elshout, J. J. (2002). Initial inductive learning in a complex computer simulated environment: The role of metacognitive skills and intellectual ability. Computers in Human Behavior, 18(3), 327-341. https://doi.org/10.1016/S0747-5632(01)00038-3
2000
Wetenschappelijke publicaties
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29(6), 1057-1068. https://doi.org/10.1016/S0191-8869(99)00253-6
1998
Wetenschappelijke publicaties
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (1998). The relation between learning styles, the Big Five personality traits and achievement motivation in higher education. Personality and Individual Differences, 26(1), 129-140. https://doi.org/10.1016/S0191-8869(98)00112-3
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (1998). Learning styles: A cross-sectional and longitudinal study in higher education. British Journal of Educational Psychology, 68(3), 427-441. https://doi.org/10.1111/j.2044-8279.1998.tb01302.x