Jochanan Veerbeek
Assistant professor
- Name
- Dr. J. Veerbeek
- Telephone
- +31 71 527 3399
- j.veerbeek@fsw.leidenuniv.nl
- ORCID iD
- 0000-0001-9280-9066
Jochanan Veerbeek is an Assistant Professor at the Institute of Education and Child Studies, Leiden University. The research of Jochanan Veerbeek is focused on process-oriented testing, which entails the assessment of cognitive processes and strategies a child uses to solve a task.
More information about Jochanan Veerbeek
Short CV
Jochanan Veerbeek studied at Leiden University, where he first studied Psychology (2009-2012) and continued in the Child and Adolescent Psychology master (2012-2014). After obtaining his master, he worked with children learning and developmental challenges at the Feuerstein Centrum Nederland/Cordaan (2014-2019). Additionally, he worked as a lecturer for Developmental and Educational Psychology at Leiden University (2014-2018). He obtained his PhD at Leiden University with his dissertation “Hidden Treasures: Uncovering task solving processes in dynamic testing”.
Research
The research of Jochanan Veerbeek is focused on process-oriented testing, which entails the assessment of cognitive processes and strategies a child uses to solve a task. His interest includes the effects of training on these processes, as is measured in process-oriented dynamic testing. To assess children’s cognitive processes, he uses computerized tests, computer-automated scoring algorithms, and logfile analysis.
Assistant professor
- Social & Behavioural Sciences
- Education and Child Studies
- Learning/Behaviour Problems in Education
- Veerbeek J. & Vogelaar B. (2025), Dynamic testing of instructional needs: a training-only graduated prompts approach, Journal of Psychoeducational Assessment 43(1): 74–87.
- Hendriks Ynès Vogelaar Bart van Heeswijk Roos Veerbeek Jochanan Resing Wilma van Aken Loes Egger Jos (2025), Dynamic Testing in a Heterogeneous Clinical Sample: A Feasibility Study, Behavioral Sciences 15(10): 1342.
- De Vreeze - Westgeest Mirjam Mata Sara Serrano Francisca Veerbeek Jochanan Vogelaar Bart (2025), Dynamic and Conventional Testing of Reading and Writing in Typically Developing Children and Children Diagnosed with Dyslexia, Journal of School and Educational Psychology 5(1): 1-17.
- Kovalcíková I., Veerbeek J., Vogelaar B, Klimovic M. & Gogová E. (2024), Tracing progress in children’s executive functioning and language abilities related to reading comprehension via ExeFun-READ intervention, Education Sciences 14(3): 237.
- Espin C.A. & Veerbeek J. (2024), Continue Voortgangsmonitoring (CVM): voortgangsmonitoring en besluitvorming voor leerlingen met leerproblemen, Remediaal. Tijdschrift voor leer- en gedragsproblemen in het vo/bve 24(1): 4-11.
- Graafeiland N. van, Veerbeek J., Janssen B. & Vogelaar B. (2023), Discovering learning potential in secondary education using a dynamic screening instrument, Education Sciences 13: 1-17.
- Veerbeek J. & Vogelaar B. (2023), Computerized process-oriented dynamic testing of children’s ability to reason by analogy using log data, European Journal of Psychological Assessment 39(4): 280-288.
- Veerbeek J., Helder A., van Dijken M. & Espin C.A. (2023), Obtaining digital process data from a computerized CBM maze task. Pacific Coast Research Conference 1 February 2023 - 3 February 2023.
- Veerbeek J. & Vogelaar B. (2023), Computerized process-oriented dynamic testing of children’s ability to reason by analogy using log data, European Journal of Psychological Assessment 39(4): 280-288.
- Veerbeek J. & Vogelaar B. (2023), Computerized process-oriented dynamic testing of children’s ability to reason by analogy using log data. ENPAIR, 3rd Network Meeting and Conference 14 April 2023 - 15 April 2023 no. 3. Halle (Saale), Germany.
- Veerbeek J., Helder A. & Espin C.A. (2022), Using digital process data from a computerized CBM maze reading task. EARLI SIG 27 30 August 2022 - 1 September 2022.
- Veerbeek J. (2022), Teachers’ data-based decision-making in education: what data can you use? . EuroScience Open Forum 2022 13 July 2022 - 16 July 2022.
- Espin C. & Veerbeek J. (2022), Teachers’ data-based decision-making in education: Monitoring a student’s learning journey and improving the chances of success. Part of panel: Educational research to improve education as a driving force for empowerment, inclusion, and equality. ESOF: Euroscience Open Forum.
- Vogelaar B., Veerbeek J., Splinter S.E. & Resing W.C.M. (2021), Computerized dynamic testing of children's potential for reasoning by analogy: the role of executive functioning, Journal of Computer Assisted Learning 37: 632–644.
- Kovalčíková I., Veerbeek J., Vogelaar B., Prídavková A., Ferjenčík J., Šimčíková E. & Tomková B. (2021), Domain-specific stimulation of executive functioning in low-performing students with a Roma background: cognitive potential of mathematics, Education Sciences 11(6): 285.
- Espin C.A. & Veerbeek J (2021), Do CBM maze scores reflect reading comprehension: scrambled maze studies .
- Veerbeek J. & Vogelaar B. (2020), Hoogbegaafdheid en dynamisch testen: De perfecte match?, Tijdschrift voor Orthopedagogiek 59(5): 4-10.
- Veerbeek J. (11 April 2019), Hidden treasures: Uncovering task solving processes in dynamic testing (Dissertatie. Institute of Psychology, Faculty of Social and Behavioural Sciences, Leiden University). Supervisor(s) and Co-supervisor(s): Resing W.C.M., Verhaegh J. & Vogelaar B.
- Veerbeek J., Vogelaar B. & Resing W.C.M. (2019), Process-oriented dynamic testing in a complex figure task, Journal of Cognitive Education and Psychology 18(1): 67-80.
- Veerbeek J., Vogelaar B., Verhaegh J. & Resing W.C.M. (2019), Process assessment in dynamic testing using electronic tangibles, Journal of Computer Assisted Learning 35(1): 127-142.
- Resing W.C.M., Touw K.W.J., Veerbeek J. & Elliott J.G. (2017), Progress in the inductive strategy-use of children from different ethnic backgrounds: A study employing dynamic testing, Educational Psychology 37(2): 173-191.
- Veerbeek J., Verhaegh J., Elliott J.G. & Resing W.C.M. (2017), Process oriented measurement using electronic tangibles, Journal of Education and Learning 6(2): 155-170.
- Veerbeek J., Hessels M.G.P., Vogelaar S. & Resing W.C.M. (2017), Pretest versus no pretest: An investigation into the problem-solving processes in a dynamic testing context, Journal of Cognitive Education and Psychology 16(3): 260-280.
- Stad F.E., Vogelaar B., Veerbeek J. & Resing W.C.M. (2017), Young children’s transfer of series completion in a dynamic test setting: does cognitive flexibility play a role?, International Journal of School and Cognitive Psychology 4(4): 199.
- voluntary work in (professional intervision about) dynamic assessment