Studies in Educational Evaluation最新文献

Less alarming than assumed: New insights on diversion effects in German secondary education 没有想象的那么令人担忧：关于德国中学教育转移效应的新见解

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-26 DOI: 10.1016/j.stueduc.2025.101495

Felix Bittmann

引用次数: 0

Teacher assessment literacy, formative assessment practices, and their perceived efficacy in Tanzania: A scoping review 坦桑尼亚教师评估素养、形成性评估实践及其感知效能：范围审查

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-25 DOI: 10.1016/j.stueduc.2025.101496

Rajabu Abdalah Shafii , Jean-Louis Berger

{"title":"Teacher assessment literacy, formative assessment practices, and their perceived efficacy in Tanzania: A scoping review","authors":"Rajabu Abdalah Shafii , Jean-Louis Berger","doi":"10.1016/j.stueduc.2025.101496","DOIUrl":"10.1016/j.stueduc.2025.101496","url":null,"abstract":"<div><div>This scoping review explored the formative assessment (FA) practices, assessment literacy, and perceived efficacy in assessment practices of teachers in Tanzania and synthesised the evidence from 41 studies published between 2005 and 2024. The results highlight key FA strategies, such as feedback practice, questioning, peer and self-assessments, and clarifying learning intentions and success criteria. The results indicate that teachers’ FA practices are constrained by inadequate assessment literacy, large class sizes, resource shortage, and the dominance of traditional assessment approaches geared towards national examinations. Despite curriculum reforms emphasising FA, traditional teacher-centred methods remain prevalent. This review underscores the need for professional development and policy initiatives that strengthen knowledge of assessment and the confidence of teachers in adopting assessment practices. The dynamic approach to teacher professional development is recommended to meet specific teacher’s needs and embedded in daily teaching practices to support effective implementation of FA and to improve student learning outcomes.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101496"},"PeriodicalIF":2.6,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702864","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

Evaluating implementation fidelity in traditional vs. computerized formats of Super Skills for Life program 评估传统模式与电脑模式的“超级生活技能”课程的执行保真度

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-23 DOI: 10.1016/j.stueduc.2025.101493

Teresa Galán-Luque , Mireia Orgilés

{"title":"Evaluating implementation fidelity in traditional vs. computerized formats of Super Skills for Life program","authors":"Teresa Galán-Luque , Mireia Orgilés","doi":"10.1016/j.stueduc.2025.101493","DOIUrl":"10.1016/j.stueduc.2025.101493","url":null,"abstract":"<div><div>This study evaluated the implementation fidelity (IF) of Super Skills for Life (SSL) program delivered in individual traditional and computerized formats for Spanish children aged 8–12 years with anxiety or depressive symptoms. Participants (<em>N</em> = 97) were randomly assigned using simple randomization to either the traditional format (<em>n</em> = 51) or the computerized format (<em>n</em> = 46). Outcomes were assessed using the Spence Children’s Anxiety Scale and the Mood and Feelings Questionnaire at pretest and posttest. Results demonstrated high IF levels across both formats, with significantly higher satisfaction in the traditional format compared to the computerized format (<em>p</em> = .043, <em>r</em><sub><em>b</em></sub> = 0.236). Strong correlations were found between session satisfaction, perceived usefulness, and willingness to recommend the program, with therapist kindness significantly predicting reductions in anxiety (<em>β</em> = –0.17, <em>p</em> = .039) and depression (<em>β</em> = –0.24, <em>p</em> = .005) at posttest. These findings suggest that while the computerized format offers a structured and cost-effective delivery option, the traditional format provides enhanced satisfaction due to the personalized involvement of a therapist. This study underscores the importance of therapist training and fidelity monitoring in implementing SSL program, contributing to the optimization of socio-emotional interventions for children.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101493"},"PeriodicalIF":2.6,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144694669","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

Teaching through interactions as framework and tool to promote dialogue and coherence in multidisciplinary teacher education and development 以互动教学作为框架和工具，促进多学科教师教育和发展的对话和一致性

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-18 DOI: 10.1016/j.stueduc.2025.101490

Erik C. Fooladi , Kari Hasle , Elisabeth Innselset , Bjørnar Sæterås , Stine Ekornes

{"title":"Teaching through interactions as framework and tool to promote dialogue and coherence in multidisciplinary teacher education and development","authors":"Erik C. Fooladi , Kari Hasle , Elisabeth Innselset , Bjørnar Sæterås , Stine Ekornes","doi":"10.1016/j.stueduc.2025.101490","DOIUrl":"10.1016/j.stueduc.2025.101490","url":null,"abstract":"<div><div>The present work is an investigation into how the framework for teaching quality, Teaching through Interactions (TTI), can function as a tool for the supervision of pre-service teacher students and promote coherence in multidisciplinary contexts. Ten pre-service teacher students’ lessons were analysed using the TTI-based observation manual Classroom Assessment Scoring System, CLASS, giving rise to three strategies for utilising the framework: (a) comparing individual teacher students’ CLASS scores with data from published studies; (b) identifying and exploring CLASS dimensions with high internal variability among teacher students or school subjects; and (c) starting from a subject-specific theoretical perspective, exploring quantitative and qualitative aspects of a selected CLASS dimension. These approaches provide common language to promote coherence across subjects and between theory and practice, expanding CLASS as a tool in multidisciplinary contexts. This remedies some of the challenges with generic observation systems whilst maintaining a language that is useful across subject boundaries.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101490"},"PeriodicalIF":2.6,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144656566","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

Preparing assessment literate teachers: A cross-national trend analysis 培养具有评价素养的教师：跨国趋势分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-12 DOI: 10.1016/j.stueduc.2025.101485

Serafina Pastore , Davide Azzolini , Sonia Marzadro , Francesco Ottaviani

{"title":"Preparing assessment literate teachers: A cross-national trend analysis","authors":"Serafina Pastore , Davide Azzolini , Sonia Marzadro , Francesco Ottaviani","doi":"10.1016/j.stueduc.2025.101485","DOIUrl":"10.1016/j.stueduc.2025.101485","url":null,"abstract":"<div><div>Preparing teachers for assessment (i.e., assessment literacy) represents a contested issue, both at the educational policy and practice levels. Entering this debate, we explored patterns of initial teacher education (ITE), continuous professional development (CPD), assessment practices, and teachers’ learning needs in the assessment domain. Using data from the IEA-PIRLS teacher questionnaire (2011–2021) and the OECD-TALIS (2008–2018), a cross-national trend analysis was performed. Variability across countries and over time was found in both ITE and CPD. Furthermore, a mismatch emerged between perceived professional needs in the assessment domain and ITE and CPD paths. Teachers’ use of assessment strategies also varies, with homework being the most common practice among primary teachers - often in summative forms - while formative feedback and self-assessment are more frequent in lower secondary schools. Highlighting limitations in current large-scale survey instruments, this study calls for better alignment between teacher preparation and current models of assessment literacy.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101485"},"PeriodicalIF":2.6,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144604498","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

Differentiated instruction in Turkish classrooms: Practices, teacher experiences and barriers 土耳其课堂的差异化教学：实践、教师经验和障碍

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-11 DOI: 10.1016/j.stueduc.2025.101491

Hatice Şener Daşçıoğlu , Nilay T. Bümen

{"title":"Differentiated instruction in Turkish classrooms: Practices, teacher experiences and barriers","authors":"Hatice Şener Daşçıoğlu , Nilay T. Bümen","doi":"10.1016/j.stueduc.2025.101491","DOIUrl":"10.1016/j.stueduc.2025.101491","url":null,"abstract":"<div><div>Despite the growing body of research on differentiated instruction (DI), the experiences of teachers outside of Anglo-European contexts remain underexplored. This study, based on the DI-Quest model, examines Turkish teachers’ self-reported DI-Quest data, its links with demographic characteristics, and barriers to DI practices. Using a mixed methods sequential explanatory design, quantitative data from 472 teachers (470 valid forms) and interviews with 12 teachers in Izmir were analysed. Findings reveal that private school teachers implement DI more frequently, facing fewer barriers due to better support systems, including smaller classes, adequate infrastructure, professional development, diverse resources, supportive management, and parent collaboration. Interestingly, DI practices decline among more experienced teachers. Qualitative insights identify significant obstacles, such as intensive curricula, exam pressure, overcrowded classrooms, time constraints, inadequate resources, administrative challenges, and resistance from colleagues. The study underscores the multifaceted challenges within and beyond schools, emphasizing the need for systemic support. Contextual factors affecting DI in Türkiye are highlighted, urging targeted interventions.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101491"},"PeriodicalIF":2.6,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144596501","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

Closing the gap through active learning variety and extent: A large-scale assessment of teaching clarity and course evaluation among students with learning disabilities 通过主动学习的多样性和程度缩小差距：对学习障碍学生的教学清晰度和课程评价的大规模评估

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-10 DOI: 10.1016/j.stueduc.2025.101484

Dizza Beimel

{"title":"Closing the gap through active learning variety and extent: A large-scale assessment of teaching clarity and course evaluation among students with learning disabilities","authors":"Dizza Beimel","doi":"10.1016/j.stueduc.2025.101484","DOIUrl":"10.1016/j.stueduc.2025.101484","url":null,"abstract":"<div><div>The growing population of students with learning disabilities in higher education necessitates a systematic evaluation of teaching methods. This study examines how the variety and extent of active in-class learning methods (small group work, independent work, student presentations, short quizzes) affect course evaluations and perceived teaching clarity among students with learning disabilities. Variety was measured by the number of methods used (0–4), and extent by their frequency during lessons. Analysis of 44,520 evaluation surveys reveals significant improvements in evaluation and teaching clarity as variety and extent increased. Moreover, the gap between students with and without learning disabilities nearly disappears with increased variety and extent: evaluation scores rose from 4.33 vs. 4.52 (minimal use) to 5.48 vs. 5.52 (extensive use). These findings highlight how variety and extent enhance teaching clarity, helping students compensate for learning disabilities. Along with smaller class sizes, they offer educators practical guidance for inclusive instructional design.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101484"},"PeriodicalIF":2.6,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589098","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

Understanding the role of school experiences in the wellbeing of girls, SEN and low SES students: A self-determination theory approach 理解学校经历在女孩、特殊教育学生和低社会经济地位学生的幸福感中的作用：一种自我决定理论方法

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-10 DOI: 10.1016/j.stueduc.2025.101489

Caoimhe Dempsey , Emma Farrell , Selina McCoy

引用次数: 0

How and why do teachers’ participation in professional development and collaboration with colleagues differ across countries? 各国教师参与专业发展和与同事合作的情况如何以及为什么不同？

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-09 DOI: 10.1016/j.stueduc.2025.101488

Nils Kirsten

引用次数: 0

Thin slices of teaching behavior: Video observation as complement to the assessment of teaching quality and teacher training interventions 教学行为的薄片：视频观察作为教学质量评估和教师培训干预的补充

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-08 DOI: 10.1016/j.stueduc.2025.101486

Philipp Beuchel , Jana Groß Ophoff , Colin Cramer

{"title":"Thin slices of teaching behavior: Video observation as complement to the assessment of teaching quality and teacher training interventions","authors":"Philipp Beuchel , Jana Groß Ophoff , Colin Cramer","doi":"10.1016/j.stueduc.2025.101486","DOIUrl":"10.1016/j.stueduc.2025.101486","url":null,"abstract":"<div><div>In research on teaching and teachers, there is a need for valid and economic methods of assessing teaching quality. One approach to such assessment of teaching quality is the so-called <em>thin slices</em> method of video observations—short sequences judged by briefly trained raters. Until now, this method has been used on cross-sectional data only, and not in studies evaluating professional development programs of teachers. In this study, ratings of 41 teacher trainees were cross-validated with student judgments (<em>N</em> = 806) of the same observed lessons in the context of a mindfulness intervention study. For the aspects <em>Disturbances</em>, <em>Time Efficiency</em>, and <em>Student Support</em>, the agreement of students’ and external raters’ ratings was established, underscoring the criterion validity. Additionally, ratings based on the thin slices method were sensitive enough to detect general time effects during teacher training and training effects of an intervention for teachers both on classroom disturbances.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101486"},"PeriodicalIF":2.6,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144571805","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