Kim Schildkamp

5.4k total citations · 1 hit paper
91 papers, 3.2k citations indexed

About

Kim Schildkamp is a scholar working on Information Systems and Management, Education and Management Science and Operations Research. According to data from OpenAlex, Kim Schildkamp has authored 91 papers receiving a total of 3.2k indexed citations (citations by other indexed papers that have themselves been cited), including 72 papers in Information Systems and Management, 39 papers in Education and 23 papers in Management Science and Operations Research. Recurrent topics in Kim Schildkamp's work include Educational Assessment and Improvement (72 papers), Evaluation and Performance Assessment (22 papers) and Teacher Education and Leadership Studies (18 papers). Kim Schildkamp is often cited by papers focused on Educational Assessment and Improvement (72 papers), Evaluation and Performance Assessment (22 papers) and Teacher Education and Leadership Studies (18 papers). Kim Schildkamp collaborates with scholars based in Netherlands, United States and Belgium. Kim Schildkamp's co-authors include Cindy L. Poortman, Wilmad Kuiper, Wilma Berdien Kippers, Adrie J. Visscher, Fabienne van der Kleij, Maaike Christine Heitink, Bernard P. Veldkamp, Mei Kuin Lai, Jules M. Pieters and Johanna Ebbeler and has published in prestigious journals such as SHILAP Revista de lepidopterología, Review of Educational Research and Frontiers in Psychology.

In The Last Decade

Kim Schildkamp

85 papers receiving 3.0k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Formative assessment: A systematic review of critical teacher prerequisites for classroom practice

2020 162 citations Kim Schildkamp, Fabienne van der Kleij et al. profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Kim Schildkamp Netherlands	32	1.9k	1.5k	546	341	339	91	3.2k
Adrie J. Visscher Netherlands	25	901 0.5×	1.3k 0.8×	335 0.6×	293 0.9×	180 0.5×	97	2.0k
Julie A. Marsh United States	26	1.6k 0.8×	1.3k 0.9×	399 0.7×	241 0.7×	157 0.5×	79	2.5k
Cindy L. Poortman Netherlands	22	736 0.4×	776 0.5×	191 0.3×	215 0.6×	135 0.4×	55	1.5k
Jonathan Supovitz United States	21	705 0.4×	2.0k 1.3×	181 0.3×	378 1.1×	68 0.2×	81	2.5k
Bram Pynoo Belgium	17	448 0.2×	667 0.4×	45 0.1×	138 0.4×	193 0.6×	40	1.4k
Peter Youngs United States	26	437 0.2×	2.9k 1.9×	103 0.2×	339 1.0×	35 0.1×	85	3.4k
Uthman Alturki Saudi Arabia	17	592 0.3×	525 0.3×	59 0.1×	103 0.3×	331 1.0×	31	1.5k
Akhmad Habibi Indonesia	25	549 0.3×	1.3k 0.8×	47 0.1×	165 0.5×	223 0.7×	131	2.5k
Adeyinka Tella Nigeria	19	301 0.2×	451 0.3×	48 0.1×	122 0.4×	105 0.3×	128	1.6k
Sanna Talja Finland	20	270 0.1×	244 0.2×	115 0.2×	126 0.4×	93 0.3×	36	1.8k

Countries citing papers authored by Kim Schildkamp

Since Specialization

Citations

This map shows the geographic impact of Kim Schildkamp's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Kim Schildkamp with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kim Schildkamp more than expected).

Fields of papers citing papers by Kim Schildkamp

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kim Schildkamp. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Kim Schildkamp. The network helps show where Kim Schildkamp may publish in the future.

Co-authorship network of co-authors of Kim Schildkamp

This figure shows the co-authorship network connecting the top 25 collaborators of Kim Schildkamp. A scholar is included among the top collaborators of Kim Schildkamp based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Kim Schildkamp. Kim Schildkamp is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Heitink, Maaike Christine, et al.. (2025). The M-PerFeCt questionnaire: assessing higher education students’ motivation in a peer feedback context. Quality & Quantity. 59(3). 2577–2621.

Poortman, Cindy L., et al.. (2025). Professional development for promoting a sense of community in blended learning. Professional Development in Education. 1–19. 2 indexed citations

Schildkamp, Kim, et al.. (2025). Factors influencing the implementation of a teacher professional development program to improve teaching quality. Frontiers in Education. 10. 1 indexed citations

Veldkamp, Bernard P., et al.. (2025). Gender and multilingual bias in observations of children with a developmental language disorder. Frontiers in Psychology. 16. 1572727–1572727.

Schildkamp, Kim, et al.. (2024). The implementation of professional development for lecturers in higher education: from national to local educational innovation with IT. Pedagogische Studiën. 101(4). 388–428. 1 indexed citations

Schildkamp, Kim, et al.. (2024). Student participation in data-informed decision making: from passive data sources to active data users. Journal of Professional Capital and Community. 10(3). 337–351.

Visscher, Adrie J., et al.. (2024). A learning theory‐based exploratory analysis of teacher professional development interventions for formative assessment. Review of Education. 12(3). 1 indexed citations

Poortman, Cindy L., et al.. (2024). Key stakeholder voices: Investigating student perceptions of teachers’ use of assessment for learning. Educational Assessment Evaluation and Accountability. 36(2). 257–275. 5 indexed citations

Poortman, Cindy L., et al.. (2023). Teachers’ and students’ perceptions of a sense of community in blended education. Education and Information Technologies. 29(2). 2117–2155. 9 indexed citations

10.

Schildkamp, Kim, et al.. (2022). Bewustwording creëren rond onderwijsinnovatie met ICT op integraal niveau. SHILAP Revista de lepidopterología. 40(2). 79–102. 2 indexed citations

11.

Poortman, Cindy L., et al.. (2022). Teachers' and students’ perceptions and practices in promoting a sense of community for blended education. QRU Quaderns de Recerca en Urbanisme. 2126–2132.

12.

Schildkamp, Kim, et al.. (2022). The impact of an assessment for learning teacher professional development program on students’ metacognition. School Effectiveness and School Improvement. 34(1). 109–129. 9 indexed citations

13.

Schildkamp, Kim, et al.. (2022). The impact on student achievement of an assessment for learning teacher professional development program. Studies In Educational Evaluation. 74. 101184–101184. 33 indexed citations

14.

Poortman, Cindy L., et al.. (2021). Key actors leading knowledge brokerage for sustainable school improvement with PLCs: Who brokers what?. Teaching and Teacher Education. 110. 103577–103577. 13 indexed citations

15.

Zhu, Chang, et al.. (2020). A Conceptual Model for Effective Quality Management of Online and Blended Learning. The Electronic Journal of e-Learning. 18(2). 7 indexed citations

16.

Kleij, Fabienne van der, et al.. (2015). Integrating data-based decision making, Assessment for Learning and diagnostic testing in formative assessment. Assessment in Education Principles Policy and Practice. 22(3). 324–343. 81 indexed citations

17.

Schildkamp, Kim, Cindy L. Poortman, & Adam Handelzalts. (2015). Data teams for school improvement. School Effectiveness and School Improvement. 27(2). 228–254. 113 indexed citations

18.

Schildkamp, Kim, L.T.M. Rekers-Mombarg, & Truus Harms. (2012). Student group differences in examination results and utilization for policy and school development. School Effectiveness and School Improvement. 23(2). 229–255. 28 indexed citations

19.

Schildkamp, Kim & Adrie J. Visscher. (2010). The utilisation of a school self‐evaluation instrument. Educational Studies. 36(4). 371–389. 26 indexed citations

20.

Schildkamp, Kim & Charles Teddlie. (2008). School performance feedback systems in the USA and in The Netherlands: a comparison. Educational Research and Evaluation. 14(3). 255–282. 53 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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