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.
|Title of host publication||Opportunity to Learn, Curriculum Alignment and Test Preparation|
|Subtitle of host publication||A Research Review|
|Publication status||Published - 31 Aug 2017|
|Name||SpringerBriefs in Education|