Studies in Educational Evaluation最新文献

{"title":"A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations","authors":"Dimitrios Vlachopoulos ,&nbsp;Agoritsa Makri","doi":"10.1016/j.stueduc.2024.101425","DOIUrl":"10.1016/j.stueduc.2024.101425","url":null,"abstract":"<div><div>Authentic assessment methods involve the application of real-world tasks to evaluate students’ knowledge, skills, and attitudes in a way that replicates actual situations in which those would be utilized. This paper systematically reviews relevant literature from various disciplines in higher education, focusing on the development of 21st-century skills that can enhance students’ employability. The main objectives are to explore both reported effective implementation strategies of authentic assessment and the implications across different stakeholder groups-students, teaching staff, and policy makers. A sample of 94 articles was identified following the predefined inclusion criteria. Findings indicate that authentic assessment enhances key employability skills; at the same time, challenges have been identified for its effective implementation, including resistance from some stakeholders and the need for adequate training and resources. This study opens avenues for future research, presenting potential directions, as well as practical implications and policy recommendations emerging from a comprehensive thematic analysis.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101425"},"PeriodicalIF":2.6,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142722614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preservice teachers’ pedagogical and psychological knowledge: Structure and learning opportunities","authors":"Judith Pollmeier ,&nbsp;Thilo Kleickmann ,&nbsp;Friederike Zimmermann ,&nbsp;Jens Möller ,&nbsp;Olaf Köller","doi":"10.1016/j.stueduc.2024.101424","DOIUrl":"10.1016/j.stueduc.2024.101424","url":null,"abstract":"<div><div>Pedagogical/psychological knowledge (PPK) is a crucial part of teachers’ professional knowledge. We examined the latent structure of preservice teachers’ PPK and its relationship to learning opportunities provided as part of university programs in teacher education: content covered in university courses, and teaching experience provided through internships. Based on a sample of 1036 participants, the results confirmed a four-dimensional structure of preservice teachers’ PPK. Course content explained differences in all dimensions of PPK. Teaching experience incrementally accounted for differences in the dimensions of <em>instruction</em> and <em>individual learning processes and motivation</em>, but not in the dimensions of <em>classroom management</em> or <em>assessment</em>.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101424"},"PeriodicalIF":2.6,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142706202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of peer feedback provision and reception on lower-proficiency EFL learners’ writing development","authors":"Zeng Xiaomeng ,&nbsp;Latha Ravindran","doi":"10.1016/j.stueduc.2024.101422","DOIUrl":"10.1016/j.stueduc.2024.101422","url":null,"abstract":"<div><div>Motivated by the growing reports of more benefits from feedback provision, the study increased the frequency of feedback provision and decreased that of feedback reception to find whether such manipulation affected lower-proficiency EFL learners’ writing performance. After the pre-test writing, the experimental group (n=79) took the role of feedback receivers for eight weeks and feedback providers for two weeks, while the control group (n=60) played the two roles for 10 weeks. Both groups then had the post-test writing and online survey. The result shows that all participants developed significantly in their post-test writing than in the pre-test writing. Noticeably, the experimental group improved significantly better than the control group in the post-test. The survey showed participants were generally positive about peer feedback. However, the control group was anxious about playing two roles in peer feedback. This indicates more benefits from peer feedback provision might also exist among lower-proficiency EFL learners.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101422"},"PeriodicalIF":2.6,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142706284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment as learning: Evidence based on meta-analysis and quantitative ethnography research","authors":"Yingchun Liu ,&nbsp;Guangru Xu ,&nbsp;Shuo Yuan ,&nbsp;Chu Zhou ,&nbsp;Chengliang Wang","doi":"10.1016/j.stueduc.2024.101423","DOIUrl":"10.1016/j.stueduc.2024.101423","url":null,"abstract":"<div><div>Assessment is crucial to both effective teaching and learning. To provide theoretical foundations and practical suggestions for teachers designing and conducting assessment activities, this study used meta-analysis and quantitative ethnography to show how student’s participation in assessment activities could promote learning. The meta-analysis of 59 papers indicated that the overall effect of students’ participation in assessment activities on learning was significant (d = 0.578), moderated by several factors. Empirical research of three peer assessments of teaching ability with quantitative ethnography demonstrated that such participation could foster the development of students’ cognitive abilities and facilitate the progression from common sense to advanced cognitive abilities. Data analysis revealed that students’ participation in appropriate assessment activities was an effective learning process and could enhance cognitive abilities, which aligned with the concept of “assessment as learning.” These findings provide a basis for teachers to design rich and appropriate assessment activities.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101423"},"PeriodicalIF":2.6,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142706651","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}

{"title":"Do children speaking indigenous and regional languages benefit equally from updated curricula? A report on a longitudinal quasi-experimental pilot study in Central Asia","authors":"Assel Zholymbekova ,&nbsp;Matthew Gordon Ray Courtney ,&nbsp;Zamira Rakhymbayeva ,&nbsp;Aidana Shilibekova ,&nbsp;Aliya Ozhayeva","doi":"10.1016/j.stueduc.2024.101421","DOIUrl":"10.1016/j.stueduc.2024.101421","url":null,"abstract":"<div><div>This study examined the effects of an updated curriculum on the literacy and numeracy development of indigenous and regional language speaking children in Kazakhstan. A quasi-experimentally designed pilot study involved 1717 students from 27 schools. Multilevel parallel linear growth models were used to analyze the impact of the updated curriculum on the co-developmental trajectories of numeracy and literacy from Grade 1 to 3. We found that the benefits of the updated curriculum were <em>experienced equally</em> for both the indigenous Kazakh- and Russian-speaking children. We suggest that modern reform efforts should not assume school-based inadequacies a priori but first test for the equivalent advantage of planned curricula across varying school conditions. We also suggest that other jurisdictions where multiple languages of instruction exist might consider adopting some of the changes implemented in Kazakhstan’s new curriculum for the purpose of improving literacy and numeracy outcomes in early elementary school.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101421"},"PeriodicalIF":2.6,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142653494","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}

{"title":"Teaching quality and student achievement inequalities in low- and middle-income countries: A hierarchical linear model analysis","authors":"Jean-Baptiste M.B. Sanfo","doi":"10.1016/j.stueduc.2024.101419","DOIUrl":"10.1016/j.stueduc.2024.101419","url":null,"abstract":"<div><div>Teaching quality is associated with student achievement, though the strength of this association may vary. This study employs hierarchical linear modeling using PISA-D data to examine the association between teaching quality (teacher support, classroom management, and cognitive support) and mathematics achievement, while disaggregating the analysis by student gender and socioeconomic status (SES). Our findings indicate that cognitive support is negatively associated with student achievement in Ecuador, with no significant association in Cambodia, Guatemala, Honduras, Paraguay, Senegal, or Zambia. Additionally, we found a positive association between classroom management and mathematics in Cambodia, Ecuador, Honduras, and Zambia, but no association in other countries. Similarly, teacher support showed a negative association with mathematics in Ecuador and Honduras, but no significant association in other countries. Beyond these direct associations, our findings suggest that the influence of teaching quality may vary across student gender and SES. We also discuss the policy implications of these findings.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101419"},"PeriodicalIF":2.6,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142653493","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}

{"title":"Exploring the impact of student perceptions of Assessment for Learning on intrinsic motivation","authors":"Ron J. Pat-El ,&nbsp;Natascha de Hoog ,&nbsp;Mien Segers ,&nbsp;Paul Vedder","doi":"10.1016/j.stueduc.2024.101420","DOIUrl":"10.1016/j.stueduc.2024.101420","url":null,"abstract":"<div><div>Does student perception of Assessment for Learning (AfL) predict intrinsic motivation and is this relation mediated by the fulfillment of the needs for autonomy, relatedness, and competence? A total of 1658 students from junior vocational high schools completed a questionnaire assessing intrinsic motivation, need fulfillment for autonomy, relatedness, and competence, and perceptions of AfL practices. Structural equation modelling (SEM) was used to test the multiple mediation model of intrinsic motivation predicted by AfL through basic need fulfillment. Results indicated that AfL positively predicted intrinsic motivation, and this relation was fully mediated by fulfillment of needs for competence and relatedness, but not for autonomy. Perceived scaffolding predicted the fulfillment of all three basic needs and emerged as the primary predictor of intrinsic motivation. These findings indicate that fostering competence and relatedness through AfL practices may enhance student motivation.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101420"},"PeriodicalIF":2.6,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142653492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How are pre-service physical education teachers’ perceptions of educator-created (dis)empowering climates associated with their motivational processes and teaching intention?","authors":"Rafael Burgueño ,&nbsp;Ginés D. López-García ,&nbsp;Antonio Baena-Extremera ,&nbsp;Antonio Granero-Gallegos","doi":"10.1016/j.stueduc.2024.101417","DOIUrl":"10.1016/j.stueduc.2024.101417","url":null,"abstract":"<div><div>Building upon the bright and dark pathways outlined in Self-Determination Theory and Duda and Appleton's (2016) hierarchical conceptualisation of motivational climate, the purpose of this research was to examine how perceived educator-created (dis-)empowering climates can be combined and related to need-based experiences, quality of motivation, and teaching intention in initial physical education (PE) teacher education. A convenience sample of 369 pre-service PE teachers (197 men and 171 women, M_age = 27.28, <em>SD</em>_age = 6.71) participated in this cross-sectional research. The results from the structural equation modelling found a positive relationship from a perceived empowering climate to teaching intention via need satisfaction and autonomous (indirect effect: <em>β</em> = .053, 95 %CI = .015–.091, <em>p</em>-value = .022), as well as a negative association from a perceived disempowering climate to teaching intention via need frustration and amotivation (indirect effect: <em>β</em> = -.046, 95 %CI = -.091 to − .002, <em>p</em>-value = .047).The results from the latent profile analysis identified four profiles with varying levels of (dis-)empowering climates. The high empowering–low disempowering profile was the most adaptive in motivational outcomes and teaching intention whereas the moderate empowering–very high disempowering and low empowering–high disempowering profiles were the most maladaptive, with the former having more controlled motivation and the latter being more amotivated. The moderate empowering–moderate disempowering profile was less adaptive than the high empowering-low disempowering profile, and less maladaptive than the moderate empowering–very high disempowering and low empowering–high disempowering profiles. This study highlights that the teacher educator combines (dis-)empowering climates to varying degrees with different contributions to specific motivational outcomes and teaching intention among pre-service PE teachers.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101417"},"PeriodicalIF":2.6,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142653491","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}

{"title":"Online peer feedback training based on self-regulated learning in english as a foreign language writing: Perceived usefulness and students’ engagement","authors":"Thi Thanh Thao TRAN ,&nbsp;Qing MA","doi":"10.1016/j.stueduc.2024.101418","DOIUrl":"10.1016/j.stueduc.2024.101418","url":null,"abstract":"<div><div>Peer feedback is crucial in second language academic writing. As technology progresses, online peer feedback is replacing traditional feedback methods in tertiary education. In this study, wherein we utilized Zimmerman’s self-regulated learning model, the authors aimed to train English as a foreign language (EFL) students in providing self-regulated learning-based online peer feedback over one semester. We explored English as a foreign language students’ engagement in providing and receiving feedback, their interpretations, their follow-up actions in response to peer feedback during the training, and their overall perceived improvements in self-regulated writing strategies by analyzing the feedback that peers received and how they responded to that feedback. Data were collected from analyses of peer feedback on essays written by 20 Vietnamese university students. The results revealed that feedback typically includes critical and constructive remarks about language details, as well as praise for content; students prioritize feedback on local language aspects such as grammar and vocabulary over aspects such as global content and structure. The results also showed that providing and receiving online peer feedback significantly enhance English as a foreign language students’ self-regulated writing strategy use by fostering learning motivation, positive attitudes toward online peer feedback, a positive learning environment, and the increased use of writing and peer help-seeking strategies, as well as self-improvement strategies and knowledge transfers from peer assistance across the three phases of self-regulated learning. These findings suggest that self-regulated learning-based online peer feedback can enhance English as a foreign language students’ writing skills and strategic learning application, providing insights for instructional practice.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101418"},"PeriodicalIF":2.6,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142653495","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}

{"title":"Hitting the mark? A user perspective on the relevance and irrelevance of school performance indicators","authors":"Roos Van Gasse,&nbsp;Evelyn Goffin,&nbsp;Laura Peeters,&nbsp;Jan Vanhoof","doi":"10.1016/j.stueduc.2024.101416","DOIUrl":"10.1016/j.stueduc.2024.101416","url":null,"abstract":"<div><div>Many educational systems implemented standardized tests to monitor educational quality and provide schools with performance feedback. However, one of the key characteristics that influence if and how users use such feedback is its perceived relevance. Adding to the current state of the art, this study brings in a situational perspective in the perceived relevance of performance indicators. By means of 19 in-depth interviews, this study provides insights into which feedback indicators are perceived as relevant or irrelevant and why they are. The results show that feedback relevance is not only determined by performance feedback as such, but also by the user that makes sense of it and the context in which users operate. Therefore, feedback designers face the challenge of integrating these different perspectives to facilitate actual feedback use and school improvement.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101416"},"PeriodicalIF":2.6,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592822","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}