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Educational Assessment Evaluation and Accountability最新文献

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Academic resilience: underlying norms and validity of definitions 学术弹性：基本规范和定义的有效性
IF 3.9 3区 教育学
Educational Assessment Evaluation and Accountability Pub Date : 2021-01-19 DOI: 10.1007/s11092-020-09351-7
Wangqiong Ye, Rolf Strietholt, Sigrid Blömeke
{"title":"Academic resilience: underlying norms and validity of definitions","authors":"Wangqiong Ye, Rolf Strietholt, Sigrid Blömeke","doi":"10.1007/s11092-020-09351-7","DOIUrl":"https://doi.org/10.1007/s11092-020-09351-7","url":null,"abstract":"","PeriodicalId":46725,"journal":{"name":"Educational Assessment Evaluation and Accountability","volume":"33 1","pages":"169 - 202"},"PeriodicalIF":3.9,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11092-020-09351-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42835881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 23
Preparing for the worst: identifying predictors of school decline as an improvement initiative 为最坏的情况做准备:确定学校成绩下降的预测因素，作为一项改进举措
IF 3.9 3区 教育学
Educational Assessment Evaluation and Accountability Pub Date : 2021-01-06 DOI: 10.1007/s11092-020-09349-1
C. Meyers, Meredith L. Wronowski, Bryan A. VanGronigen
{"title":"Preparing for the worst: identifying predictors of school decline as an improvement initiative","authors":"C. Meyers, Meredith L. Wronowski, Bryan A. VanGronigen","doi":"10.1007/s11092-020-09349-1","DOIUrl":"https://doi.org/10.1007/s11092-020-09349-1","url":null,"abstract":"","PeriodicalId":46725,"journal":{"name":"Educational Assessment Evaluation and Accountability","volume":"33 1","pages":"255 - 290"},"PeriodicalIF":3.9,"publicationDate":"2021-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11092-020-09349-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44320609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Re-reviewing item parameter equivalence in TIMSS 2015 from a sociocognitive perspective 从社会认知视角重新审视《2015年TIMSS》项目参数等价性
IF 3.9 3区 教育学
Educational Assessment Evaluation and Accountability Pub Date : 2021-01-06 DOI: 10.1007/s11092-020-09350-8
Hüseyin H. Yıldırım
{"title":"Re-reviewing item parameter equivalence in TIMSS 2015 from a sociocognitive perspective","authors":"Hüseyin H. Yıldırım","doi":"10.1007/s11092-020-09350-8","DOIUrl":"https://doi.org/10.1007/s11092-020-09350-8","url":null,"abstract":"","PeriodicalId":46725,"journal":{"name":"Educational Assessment Evaluation and Accountability","volume":"33 1","pages":"27 - 48"},"PeriodicalIF":3.9,"publicationDate":"2021-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11092-020-09350-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52789184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Problematising formative assessment in an undeveloped region of China: voices from practitioners. 中国欠发达地区形成性评估的问题化:来自实践者的声音。
IF 3.9 3区 教育学
Educational Assessment Evaluation and Accountability Pub Date : 2021-01-01 Epub Date: 2021-08-10 DOI: 10.1007/s11092-021-09369-5
Qiuxian Chen, Jiajin Zhang, Liang Li
{"title":"Problematising formative assessment in an undeveloped region of China: voices from practitioners.","authors":"Qiuxian Chen,&nbsp;Jiajin Zhang,&nbsp;Liang Li","doi":"10.1007/s11092-021-09369-5","DOIUrl":"https://doi.org/10.1007/s11092-021-09369-5","url":null,"abstract":"<p><p>Despite the widely acknowledged pro-learning function of formative assessment and its wide adoption around the globe, the gaps between policy intention, interpretation and implementation remain a problem to be solved. While this problem is noted universally, it could be particularly serious in China, where Confucian Heritage Culture is deeply ingrained and education development is not quite balanced. This study, via interview data with English teachers and deans from eight universities in an undeveloped region of the Mid-western China, explores the overall environment for a formative assessment initiative that is currently in place. Data analysis reveals multiple issues, such as insufficient support, improper dissemination and ineffective training at the meso-level and the instructors' limited assessment ability, large class sizes and student's resistance at the micro-level. A conclusion is thus drawn that the overall environment in this region is by no means favourable for the effective implementation of formative assessment, and implications are derived for better realisation of assessment innovations in this and other undeveloped regions of China.</p>","PeriodicalId":46725,"journal":{"name":"Educational Assessment Evaluation and Accountability","volume":"33 4","pages":"649-673"},"PeriodicalIF":3.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11092-021-09369-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39313025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science 解开数学、阅读和科学的一般成就水平和特定学科的优势和劣势
IF 3.9 3区 教育学
Educational Assessment Evaluation and Accountability Pub Date : 2020-12-26 DOI: 10.1007/s11092-020-09352-6
Olesya Gladushyna, Rolf Strietholt, Isa Steinmann
{"title":"Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science","authors":"Olesya Gladushyna, Rolf Strietholt, Isa Steinmann","doi":"10.1007/s11092-020-09352-6","DOIUrl":"https://doi.org/10.1007/s11092-020-09352-6","url":null,"abstract":"","PeriodicalId":46725,"journal":{"name":"Educational Assessment Evaluation and Accountability","volume":"33 1","pages":"203 - 227"},"PeriodicalIF":3.9,"publicationDate":"2020-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11092-020-09352-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52789290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
To align or not to align: the enactment of accountability and data-use in disadvantaged school contexts 协调或不协调:在弱势学校环境中制定问责制和数据使用
IF 3.9 3区 教育学
Educational Assessment Evaluation and Accountability Pub Date : 2020-11-23 DOI: 10.1007/s11092-020-09341-9
Lluís Parcerisa
{"title":"To align or not to align: the enactment of accountability and data-use in disadvantaged school contexts","authors":"Lluís Parcerisa","doi":"10.1007/s11092-020-09341-9","DOIUrl":"https://doi.org/10.1007/s11092-020-09341-9","url":null,"abstract":"","PeriodicalId":46725,"journal":{"name":"Educational Assessment Evaluation and Accountability","volume":"33 1","pages":"455 - 482"},"PeriodicalIF":3.9,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11092-020-09341-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41704908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Coping with performance expectations: towards a deeper understanding of variation in school principals’ responses to accountability demands 应付表现期望:深入了解校长对问责要求的反应差异
IF 3.9 3区 教育学
Educational Assessment Evaluation and Accountability Pub Date : 2020-11-20 DOI: 10.1007/s11092-020-09344-6
M. Camphuijsen
{"title":"Coping with performance expectations: towards a deeper understanding of variation in school principals’ responses to accountability demands","authors":"M. Camphuijsen","doi":"10.1007/s11092-020-09344-6","DOIUrl":"https://doi.org/10.1007/s11092-020-09344-6","url":null,"abstract":"","PeriodicalId":46725,"journal":{"name":"Educational Assessment Evaluation and Accountability","volume":"33 1","pages":"427 - 453"},"PeriodicalIF":3.9,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11092-020-09344-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42843762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Item position effects in listening but not in reading in the European Survey of Language Competences 欧洲语言能力调查中听力项目位置效应而非阅读项目位置效应
IF 3.9 3区 教育学
Educational Assessment Evaluation and Accountability Pub Date : 2020-11-02 DOI: 10.1007/s11092-020-09335-7
Andrés Christiansen, R. Janssen
{"title":"Item position effects in listening but not in reading in the European Survey of Language Competences","authors":"Andrés Christiansen, R. Janssen","doi":"10.1007/s11092-020-09335-7","DOIUrl":"https://doi.org/10.1007/s11092-020-09335-7","url":null,"abstract":"","PeriodicalId":46725,"journal":{"name":"Educational Assessment Evaluation and Accountability","volume":"33 1","pages":"49 - 69"},"PeriodicalIF":3.9,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11092-020-09335-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48449325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
School testing culture and teacher satisfaction 学校考试文化与教师满意度
IF 3.9 3区 教育学
Educational Assessment Evaluation and Accountability Pub Date : 2020-11-01 DOI: 10.1007/s11092-020-09342-8
William C. Smith, J. Holloway
{"title":"School testing culture and teacher satisfaction","authors":"William C. Smith, J. Holloway","doi":"10.1007/s11092-020-09342-8","DOIUrl":"https://doi.org/10.1007/s11092-020-09342-8","url":null,"abstract":"","PeriodicalId":46725,"journal":{"name":"Educational Assessment Evaluation and Accountability","volume":"32 1","pages":"461 - 479"},"PeriodicalIF":3.9,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11092-020-09342-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48716114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework 在线与离线课程评估:使用多组验证性因素分析框架测试课程评估问卷的不变性
IF 3.9 3区 教育学
Educational Assessment Evaluation and Accountability Pub Date : 2020-11-01 DOI: 10.1007/s11092-020-09336-6
Ellen Laupper, L. Balzer, Jean-Louis Berger
{"title":"Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework","authors":"Ellen Laupper, L. Balzer, Jean-Louis Berger","doi":"10.1007/s11092-020-09336-6","DOIUrl":"https://doi.org/10.1007/s11092-020-09336-6","url":null,"abstract":"","PeriodicalId":46725,"journal":{"name":"Educational Assessment Evaluation and Accountability","volume":"32 1","pages":"481 - 498"},"PeriodicalIF":3.9,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11092-020-09336-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42935488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
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