Studies in Educational Evaluation最新文献

The role of feedback self-efficacy in student feedback engagement 反馈自我效能感在学生反馈参与中的作用

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-26 DOI: 10.1016/j.stueduc.2025.101520

Mona Bassleer , Stijn Schelfhout , Lot Fonteyne , Wouter Duyck , Nicolas Dirix

{"title":"The role of feedback self-efficacy in student feedback engagement","authors":"Mona Bassleer , Stijn Schelfhout , Lot Fonteyne , Wouter Duyck , Nicolas Dirix","doi":"10.1016/j.stueduc.2025.101520","DOIUrl":"10.1016/j.stueduc.2025.101520","url":null,"abstract":"<div><div>Educational feedback research is shifting from feedback provision to feedback reception, but more theory-based studies on student feedback engagement are still needed for targeted interventions. In higher education, promoting feedback engagement can streamline study trajectories and reduce fail and dropout rates. This study focused on first-year university students (<em>N</em> = 392) receiving feedback on their program-specific validated academic achievement prediction, based on various background/(non-)cognitive variables, along with remediation and competence training recommendations. Using a Theory of Planned Behavior model, we analyzed students' intentional (IFE) and behavioral (BFE) feedback engagement, as well as their feedback self-efficacy (FSE) and received feedback. Results show IFE positively influences BFE, while FSE positively affects IFE. Feedback indicating a higher chance of study success increases FSE. IFE fully mediates the relationship between FSE and BFE, and FSE between students’ received feedback and IFE. We discuss directing educational interventions towards enhancing FSE to promote student feedback engagement.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101520"},"PeriodicalIF":2.6,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

A critical evaluation of alignment optimization for improving cross- national comparability in international large-scale assessments 为提高国际大规模评估的跨国可比性而进行的路线优化关键评价

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-22 DOI: 10.1016/j.stueduc.2025.101519

Andres Sandoval-Hernández , Diego Carrasco , Nurullah Eryilmaz

{"title":"A critical evaluation of alignment optimization for improving cross- national comparability in international large-scale assessments","authors":"Andres Sandoval-Hernández , Diego Carrasco , Nurullah Eryilmaz","doi":"10.1016/j.stueduc.2025.101519","DOIUrl":"10.1016/j.stueduc.2025.101519","url":null,"abstract":"<div><div>This study critically examines the use of alignment optimization to improve cross-national comparability of teacher and principal scales from the Teaching and Learning International Survey (TALIS) 2018. By investigating key psychometric properties, including dimensionality, reliability, and measurement invariance, the study highlights critical challenges in international large-scale assessments. While unidimensionality and high internal consistency were established for all scales, traditional multiple-group confirmatory factor analysis (MGCFA) suggested that scalar invariance could not be fully established for most scales, raising concerns about the robustness of cross-national comparisons under strict invariance assumptions. In contrast, alignment optimization emerged as a flexible and robust method, significantly enhancing the comparability of principal scales, all of which met alignment criteria. However, persistent challenges were identified for many teacher scales, which fell below alignment thresholds, emphasizing unresolved methodological complexities. This study demonstrates the transformative potential of alignment optimization for advancing psychometric rigor in global educational research and underscores the need for innovative approaches to address lingering comparability issues in international assessments.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101519"},"PeriodicalIF":2.6,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

From ratings to rankings: A complementary approach for student evaluations of teaching in higher education 从评分到排名：高等教育中学生评价教学的一种补充方法

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-22 DOI: 10.1016/j.stueduc.2025.101518

Yu Xiao , Bohua Wang , Ye Deng , Jun Wu

{"title":"From ratings to rankings: A complementary approach for student evaluations of teaching in higher education","authors":"Yu Xiao , Bohua Wang , Ye Deng , Jun Wu","doi":"10.1016/j.stueduc.2025.101518","DOIUrl":"10.1016/j.stueduc.2025.101518","url":null,"abstract":"<div><div>Student evaluations of teaching (SETs) are key for enhancing instructional quality in higher education, serving to improve teaching practices and assess teacher performance for decision-making. Traditional SETs, based on complex rating systems, often suffer from inconsistencies in rating scales, student fatigue, and small difference in mean evaluation, limiting their effectiveness in evaluating teacher performance. In this study, we propose a ranking-based approach, where students rank teachers based on overall performance rather than scoring individual aspects. By aggregating these rankings, a comprehensive, university-wide ranking of teacher performance can be obtained. This approach could address rating scale inconsistencies, and enhance the utility of SETs for decision-making processes by delivering teachers’ ranking that best reflect student expectations. Successfully implemented at a Chinese university, this approach has demonstrated its effectiveness in producing reliable rankings and supporting data-driven administrative evaluation, offering a promising complementary solution to the challenges faced by traditional SETs systems.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101518"},"PeriodicalIF":2.6,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Resilience enables innovation: Understanding the psychological pathways and temporal dynamics of innovative teaching in rural schools 弹性促进创新：理解农村学校创新教学的心理路径和时间动态

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-20 DOI: 10.1016/j.stueduc.2025.101515

Na Wang , Haijun Du , Nana Guo , Junli Xing

引用次数: 0

Academic resilience in learning English as a foreign language: Relations to classroom climate and beliefs about language learning 英语作为外语学习的学术弹性：与课堂气氛和语言学习信念的关系

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-17 DOI: 10.1016/j.stueduc.2025.101517

Hui Wang , Meagan M. Patterson

引用次数: 0

Exploring the effects of online peer feedback on tertiary students’ peer feedback literacy in English writing: Focusing on design elements 探讨网络同伴反馈对大学生英语写作同伴反馈素养的影响：以设计元素为中心

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-13 DOI: 10.1016/j.stueduc.2025.101516

Fulan Liu , Wenyun Luo

{"title":"Exploring the effects of online peer feedback on tertiary students’ peer feedback literacy in English writing: Focusing on design elements","authors":"Fulan Liu , Wenyun Luo","doi":"10.1016/j.stueduc.2025.101516","DOIUrl":"10.1016/j.stueduc.2025.101516","url":null,"abstract":"<div><div>Online peer feedback (OPF) has been proposed as a potential strategy to enhance students’ feedback literacy in writing. However, controversies exist over how OPF can be designed and implemented to produce expected impacts on learning. Er et al. (2021) proposed a framework of peer feedback with three interconnected stages. Adopting that framework, the present study focused on five elements (i.e., <em>training, provision of assessment criteria, online group peer review, asynchronous discussions, and multiple revision opportunities</em>) through the three stages of OPF to investigate the effects on peer feedback literacy over a 12-week intervention in an English writing course for Chinese undergraduates. Data collection instruments comprised pre- and post-study questionnaires, and semi-structured interviews. Results revealed that students perceived an improvement in their peer feedback literacy. Eight focal participants shared their experience and reflections, coded into five categories, namely, appreciation of peer feedback, cooperative learning ability, willingness to participate, feedback-related knowledge and abilities, and gains from giving peer feedback. Specifically, it was found that interaction existed between students’ peer feedback literacy and the design elements in the online peer feedback activities. Based on the findings, suitable OPF design for EFL students is discussed and pedagogical implications for enhancing peer feedback literacy are provided.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101516"},"PeriodicalIF":2.6,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Building communities, weaving trust: How principals transform participative leadership practices into teacher professional happiness in collectivism-oriented Confucian cultural context 建立社群，编织信任：集体主义导向的儒家文化背景下，校长如何将参与式领导实践转化为教师职业幸福

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-03 DOI: 10.1016/j.stueduc.2025.101514

Lichao Ma , Manyuan Sun , Hao Yao

{"title":"Building communities, weaving trust: How principals transform participative leadership practices into teacher professional happiness in collectivism-oriented Confucian cultural context","authors":"Lichao Ma , Manyuan Sun , Hao Yao","doi":"10.1016/j.stueduc.2025.101514","DOIUrl":"10.1016/j.stueduc.2025.101514","url":null,"abstract":"<div><div>Grounded in China’s collectivism-oriented Confucian cultural context, this study examines the mechanism through which participative leadership influences teacher professional happiness from the perspectives of Ecological Systems Theory and Social Capital Theory. Structural equation modeling analysis identified three significant pathways, including a direct positive effect of participative leadership on professional happiness, an indirect effect mediated solely by trust-based interpersonal climate, and a sequential mediation effect through professional learning communities followed by trust-based interpersonal climate. The findings demonstrate that Chinese school leadership practices uniquely combine community development and trust-building to synergistically enhance teacher professional happiness. This culturally-embedded mechanism also suggests that Confucian values may reconfigure participative leadership dynamics by emphasizing reciprocal interpersonal obligations and collective harmony in decision-making processes.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101514"},"PeriodicalIF":2.6,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Comparing linear and nonlinear reading assessments in PIRLS 2016 PIRLS 2016中线性和非线性阅读评估的比较

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-08-29 DOI: 10.1016/j.stueduc.2025.101513

Purya Baghaei , Elpis Grammatikopoulou , Stefan Johansson , Rolf Strietholt

{"title":"Comparing linear and nonlinear reading assessments in PIRLS 2016","authors":"Purya Baghaei , Elpis Grammatikopoulou , Stefan Johansson , Rolf Strietholt","doi":"10.1016/j.stueduc.2025.101513","DOIUrl":"10.1016/j.stueduc.2025.101513","url":null,"abstract":"<div><div>Are linear paper-based and nonlinear computer-based reading comprehension measuring the same cognitive constructs? Nonlinear hypertext reading may demand different skills than linear text comprehension, as it requires synthesizing and integrating information from multiple sources. However, research on whether these two forms of comprehension represent distinct constructs remains limited. While conceptual distinctions exist between understanding a single linear text and processing multiple texts, empirical evidence supporting these differences is scarce. To address this gap, we examined the dimensional structure of paper-based linear and computer-based nonlinear text comprehension using data from the PIRLS 2016 international large-scale assessment. PIRLS 2016 evaluated reading comprehension at the end of grade 4, with each student completing both a linear paper-based test and a nonlinear electronic test. Comparing a unidimensional model, a 2-dimensional correlated factor model, and a bifactor IRT model across 16 countries and benchmarking entities showed that the bifactor model, which accommodates a general reading comprehension factor along with nonlinear reading as a specific factor, has a better fit than the other models. The ECVs of the general factor ranged from.80 to.89 across all the countries while the ECVs of the specific factor were between.07 and.18. Nevertheless, the specific factor reliabilities ranged from.36 to.58 which indicates that the variations in the specific factor cannot be just noise and could reflect variations in reading nonlinear texts. These findings revealed that although linear paper-based and nonlinear computer-based reading share a substantial amount of variance, as evidenced by a strong general reading comprehension factor, understanding nonlinear hypertexts requires specific skills that cannot be overlooked and should be explicitly addressed. The implications of the study for the testing and teaching of reading comprehension are discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101513"},"PeriodicalIF":2.6,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144913387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Stage-based professional development needs of canadian high school teachers: Insights from the dynamic model of educational effectiveness 加拿大高中教师基于阶段的专业发展需求：来自教育有效性动态模型的洞察

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-08-25 DOI: 10.1016/j.stueduc.2025.101512

Jérôme St-Amand , Panayiotis Antoniou , Martine DeGrandpré , Victoria Michaelidou

引用次数: 0

Peer parents’ educational expectations and student academic achievement: An intergenerational closure perspective from rural China 同辈父母的教育期望与学生学业成绩：来自中国农村的代际封闭视角

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-08-22 DOI: 10.1016/j.stueduc.2025.101508

Mi Zhou, Yinchuan Cao, Li Huang

引用次数: 0