PurposeThe purpose of this article is to provide further insight into the relationship between supervisor support and transfer of training, by taking into account the effects of other transfer‐influencing factors in a systemic approach of the transfer process.Design/methodology/approachA review of studies on factors affecting transfer of training was conducted, with a specific focus on the effects of supervisor support, resulting in the development of a research model of the transfer process. All components of the model were measured by means of questionnaires for former trainees and their supervisors, and stepwise regression analyses were carried out to examine the relationships in the model.FindingsResults indicate indirect relationships between supervisor support and transfer of training, by means of both trainees' motivation to transfer and the transfer climate. The indirect effect of supervisor support on transfer of training is only slight, however. Learning results are shown to be the strongest predictor of transfer of training.Research limitations/implicationsOwing to the small sample size structural equation modelling techniques could not be used, thus limiting the possibility to test the model as a single entity. The use of perceptional measures implies the risk of response tendencies from trainees and supervisors. Further research using different measures and different timing of measurement during the training and transfer process is recommended.Practical implicationsResults of this study indicate that supervisor support that is intended to enhance transfer of training can best be directed at improvement of the transfer climate at the workplace.Originality/valueThe paper provides both researchers and practitioners with a further insight into the complex effects of supervisor support on transfer of training, indicating the importance of taking into account the effects of other transfer‐influencing factors.

a b s t r a c tAlthough many researchers acknowledge that Assessment for Learning can significantly enhance student learning, the factors facilitating or hindering its implementation in daily classroom practice are unclear. A systematic literature review was conducted to reveal prerequisites needed for Assessment for Learning implementation. Results identified prerequisites regarding the teacher, student, assessment and context. For example, teachers must be able to interpret assessment information on the spot, student engagement in the assessment process is vital, assessment should include substantial, constructive and focussed feedback, and the school should have a school-wide culture that facilitates collaboration and encourages teacher autonomy. The results of this review contribute to a better understanding of the multiple facets that need to be considered when implementing Assessment for Learning, from both a theoretical and a practical standpoint.

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mathematical programming, multidimensional adaptive testing, multidimensional item response theory, posterior expected Kullback-Leibler information,

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