Assessment & Evaluation in Higher Education最新文献_第4页

Embedding equity: online tutor support to provide effective feedforward on assessments 嵌入公平:在线导师支持，提供有效的反馈评估

Assessment & Evaluation in Higher Education Pub Date : 2023-07-16 DOI: 10.1080/02602938.2023.2232955

Sarah Teakel, Kelly Linden, Neil van der Ploeg, Noelia Roman

引用次数: 0

Are satisfied students simply happy people in the first place? The role of trait affect in student satisfaction 满足的学生首先就是快乐的人吗?特质影响在学生满意度中的作用

Assessment & Evaluation in Higher Education Pub Date : 2023-07-09 DOI: 10.1080/02602938.2023.2230386

Florence T. T. Phua, Gerard H. Dericks, Edmund R. Thompson, Jürgen Enders

引用次数: 0

Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations 使用自我反思的电子投资组合和反馈对话来理解和解决有问题的反馈期望

Assessment & Evaluation in Higher Education Pub Date : 2023-07-09 DOI: 10.1080/02602938.2023.2232960

Luotong Hui, Kate Ippolito, Moira Sarsfield, M. Charalambous

引用次数: 2

Navigating success in higher education: engagement as a mediator between learning strategies and performance in mathematics 引导高等教育的成功:参与作为学习策略和数学成绩之间的中介

Assessment & Evaluation in Higher Education Pub Date : 2023-07-03 DOI: 10.1080/02602938.2023.2230387

S. Büchele

引用次数: 1

Students’ perceptions of peer review for assessing digital multimodal composing: the case of a discipline-specific English course 学生对同行评议评估数字多模态写作的看法:以一门学科特定英语课程为例

Assessment & Evaluation in Higher Education Pub Date : 2023-06-22 DOI: 10.1080/02602938.2023.2227358

Yi Deng, Dan Liu, D. Feng

{"title":"Students’ perceptions of peer review for assessing digital multimodal composing: the case of a discipline-specific English course","authors":"Yi Deng, Dan Liu, D. Feng","doi":"10.1080/02602938.2023.2227358","DOIUrl":"https://doi.org/10.1080/02602938.2023.2227358","url":null,"abstract":"Abstract While peer review has been widely incorporated in assessing digital multimodal composing (DMC) to provide formative feedback, how students perceive its benefits and problems remains inadequately investigated. Drawing upon the concept of student feedback literacy, this study applied semi-structured interviews to explore students’ perceptions towards peer review of a DMC task in a discipline-specific English course at a Chinese university. The findings revealed that students generally held a favourable attitude towards peer review in advancing their feedback literacy through enhancing their self-reflexivity and self-regulation of learning, improving the quality of DMC outputs, promoting a co-learning environment, and developing the knowledge repertoire of evaluating multimodal tasks. However, challenges were also identified regarding cognitive capability, time constraints, language proficiency, interpersonal relations and unwillingness to participate, with some students not fully engaging. Practical strategies such as task-based learning, additional scaffolding support and peer teaching are recommended to address these challenges. The study highlights the importance of the teachers’ role in providing explicit instruction and guidance to manage peer review effectively. It expands our understanding of peer review in DMC and sheds light on improving the formative process of DMC assessment, as well as designing and managing peer review of DMC tasks.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121717456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Animated process-transparency in student evaluation of teaching: effects on the quality and quantity of student feedback 学生评价教学的动态过程透明性:对学生反馈质量和数量的影响

Assessment & Evaluation in Higher Education Pub Date : 2023-06-22 DOI: 10.1080/02602938.2023.2225813

Marloes L. Nederhand, B. Giesbers, Judith Auer, Ad W. A. Scheepers

引用次数: 0

Discrimination against academics and career implications of student evaluations: university policy versus legal compliance 对学者的歧视和学生评价对职业的影响:大学政策与法律遵从

Assessment & Evaluation in Higher Education Pub Date : 2023-06-21 DOI: 10.1080/02602938.2023.2225806

Troy A. Heffernan, Paul Harpur

{"title":"Discrimination against academics and career implications of student evaluations: university policy versus legal compliance","authors":"Troy A. Heffernan, Paul Harpur","doi":"10.1080/02602938.2023.2225806","DOIUrl":"https://doi.org/10.1080/02602938.2023.2225806","url":null,"abstract":"Abstract Across the international higher education sector, existing studies highlight that student evaluations of courses and teaching are biased and prejudiced towards academics and can cause mental distress. Yet student evaluation data is often used as part of faculty hiring, firing, promotion, award and grant decisions. That a data source known to be prejudiced and biased is used for employment and career decisions raises questions around whether these university policies are discriminatory towards university staff. This paper investigates these questions via an analysis of: a) what are the common university policies relating to evaluation data collection and its use, b) are these policies leaving academics exposed to discrimination, and c) what types of policies may be leaving universities liable to legal ramifications due to non-compliance with anti-discrimination and workplace health and safety laws? The work demonstrates why most institutions are operating outside the bounds of the law, highlights to academics what types of policies may fail to meet discrimination and workplace laws, and informs university leaders of the actions that may be exposing their universities to legal implications for failing to protect their staff.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127700456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The development and validation of an instrument to measure evaluative judgement: a focus on engineering students’ judgement of intercultural competence 一种测量评价性判断的工具的开发和验证:对工科学生跨文化能力判断的关注

Assessment & Evaluation in Higher Education Pub Date : 2023-06-16 DOI: 10.1080/02602938.2023.2222937

Jiahui Luo, Cecilia K. Y. Chan, Yue Zhao

{"title":"The development and validation of an instrument to measure evaluative judgement: a focus on engineering students’ judgement of intercultural competence","authors":"Jiahui Luo, Cecilia K. Y. Chan, Yue Zhao","doi":"10.1080/02602938.2023.2222937","DOIUrl":"https://doi.org/10.1080/02602938.2023.2222937","url":null,"abstract":"Abstract Intensive research attention has focused on developing students’ evaluative judgement within the higher education curriculum, but little has addressed how it can be measured. The contextual nature of evaluative judgement makes it difficult to generate an encompassing instrument, highlighting the need for situated measurement tools. Against this background, this study develops and validates a self-report instrument to measure engineering students’ evaluative judgement of intercultural competence. A total of 815 Chinese engineering students participated in the pilot and formal phases of validation. Following sequential exploratory-confirmatory factor analyses, the final instrument contains 27 items covering six dimensions. Validity and reliability evidence supports the correlated six-factor model and a higher-order factor model. The study provides educators and policymakers with a useful tool to understand students’ development in their evaluative judgement of intercultural competence. More importantly, for students themselves, the instrument facilitates self-reflection and helps them achieve greater autonomy in directing their development and growth. Although the study adopts a situated approach to measure evaluative judgement, we also discuss the possibility of adapting this instrument for other judgement contexts.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"221 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126118364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Student partnership in assessment in higher education: a systematic review 高等教育评估中的学生伙伴关系:系统回顾

Assessment & Evaluation in Higher Education Pub Date : 2023-06-16 DOI: 10.1080/02602938.2023.2224948

C. Chan, Si Chen

引用次数: 2

The tension between impression management and learning: examining the impact of Chinese students’ academic integrity perceptions on self-assessment intentions 印象管理与学习之间的张力:中国学生学术诚信观对自我评价意向的影响研究

Assessment & Evaluation in Higher Education Pub Date : 2023-06-12 DOI: 10.1080/02602938.2023.2222232

Tianxin Li, Gavin T. L. Brown, E. Hawe

{"title":"The tension between impression management and learning: examining the impact of Chinese students’ academic integrity perceptions on self-assessment intentions","authors":"Tianxin Li, Gavin T. L. Brown, E. Hawe","doi":"10.1080/02602938.2023.2222232","DOIUrl":"https://doi.org/10.1080/02602938.2023.2222232","url":null,"abstract":"Abstract Student self-assessment research underscores the significance of honestly recognizing strengths and weaknesses, facilitating self-regulated learning and progress. The Integrated Quality Assessment (IQA) in China combines self-assessment with other data to evaluate achievement, serving dual purposes: promoting students’ awareness of their strengths and weaknesses, and providing summative scores and grades that contribute to the allocation of scholarships and other valued outcomes. This association creates tension in Chinese students’ self-assessment intentions due to the high-stakes consequences. Using a large-scale, cross-sectional survey of 2,063 Chinese undergraduate students, the factors influencing students’ self-assessment intentions were examined. Structural equation modeling revealed that positive perceptions of academic integrity and conceptions of IQA as improvement predicted learning-oriented self-assessment intentions, while increased perceptions of peer misconduct and negative conceptions of IQA significantly predicted impression management intentions.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128727322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessment &amp; Evaluation in Higher Education最新文献

Assessment & Evaluation in Higher Education最新文献