Studies in Educational Evaluation最新文献

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

On the quantitative analysis of assessment scores with implicit and explicit constraints 论内隐约束和外显约束下测评分数的定量分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-08-19 DOI: 10.1016/j.stueduc.2025.101509

Sanjeeb Shrestha , Xiaoying Kong , Paul Kwan

{"title":"On the quantitative analysis of assessment scores with implicit and explicit constraints","authors":"Sanjeeb Shrestha , Xiaoying Kong , Paul Kwan","doi":"10.1016/j.stueduc.2025.101509","DOIUrl":"10.1016/j.stueduc.2025.101509","url":null,"abstract":"<div><div>Overrating or underrating assessment scores is common in educational settings. Solutions include rubrics, marker training, and moderation. A less common approach is score standardisation due to perceived complexity and challenges in maintaining the integrity of the original data. This paper presents a standardisation approach for assessment scores that transforms original data into final scores subject to implicit and explicit constraints. Scores from a unit administered under similar marking standards and policies at two campuses is used for verification. Implicit constraints address anomalies like diverse assessors, leniency, harshness in marking, and design variations. Explicit constraints arise from institutional policies and practices. We propose an analytical expression for transforming raw to final scores that preserves raw data's integrity while varying the standard deviation to satisfy constraints. A data filtering algorithm is applied to remove redundant and null scores. Verification reveals that the approach produces a Z-statistical score of 1.63, demonstrating comparable distributions.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101509"},"PeriodicalIF":2.6,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866910","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

Profiling the differences in strategy use in online multimodal reading: Associations with self-efficacy and reading task performance 在线多模态阅读中策略使用的差异分析：与自我效能感和阅读任务表现的关系

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-08-19 DOI: 10.1016/j.stueduc.2025.101507

Siyu Zhu , Xinhua Zhu , Yuan Yao , Choo Mui Cheong

{"title":"Profiling the differences in strategy use in online multimodal reading: Associations with self-efficacy and reading task performance","authors":"Siyu Zhu , Xinhua Zhu , Yuan Yao , Choo Mui Cheong","doi":"10.1016/j.stueduc.2025.101507","DOIUrl":"10.1016/j.stueduc.2025.101507","url":null,"abstract":"<div><div>In today’s digital era, students must use effective strategies to comprehend multimodal texts online. International language curriculum and assessment programs (e.g., PIRLS and PISA) have advanced to evaluate students’ reading performance in this regard. However, research is lacking on how these strategies relate to reading performance, especially in assessments. Existing literature has also overlooked the role of psychological factors, such as self-efficacy. This study addresses these gaps with 280 fourth-grade students in Hong Kong answering a questionnaire and an online multimodal reading task. Latent profile analysis was used, and three distinct profiles of the strategy use were found. Further analysis revealed positive but not necessarily significant relationships between reading strategy use profiles and reading performance. Varying roles of self-efficacy beliefs was also found to influence students’reading strategy use profiles. The study concludes with pedagogical implications for fostering competent multimodal readers and the theoretical contribution to the literature.</div></div><div><h3>Data Availability</h3><div>The data used in this study will be available upon request.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101507"},"PeriodicalIF":2.6,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866911","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

Students’ multicultural attitudes and the role of background characteristics 学生的多元文化态度与角色背景特征

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-08-16 DOI: 10.1016/j.stueduc.2025.101505

Demos Michael , Leonidas Kyriakides

{"title":"Students’ multicultural attitudes and the role of background characteristics","authors":"Demos Michael , Leonidas Kyriakides","doi":"10.1016/j.stueduc.2025.101505","DOIUrl":"10.1016/j.stueduc.2025.101505","url":null,"abstract":"<div><div>In recent years, global efforts have intensified to foster inclusive school environments and promote positive attitudes toward diversity. This study examines certain aspects of validity of an instrument designed to measure students’ multicultural attitudes and investigates the influence of students’ background characteristics. Using data from 450 secondary education students, Confirmatory Factor Analyses confirmed that the Munroe Multicultural Attitude Scale Questionnaire (MASQUE; Munroe & Pearson, 2006) consistently measures the underlying constructs (i.e., cognitive, affective, and behavioral domains) within the examined context, as theoretically proposed. Structural regressions revealed that immigrant background and language had no significant impact on students’ multicultural attitudes, but gender did, with female students exhibiting higher scores. Social desirability bias was also detected in students’ responses related to the affective and behavioral, but not the cognitive component of multicultural attitudes. The findings contribute to the research on multicultural instrumentation, with implications for theory, research, and practice.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101505"},"PeriodicalIF":2.6,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144852922","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

The HSTA logic model: A comparative analysis of psychometric outcomes for predicting academic and life success HSTA逻辑模型：预测学业和生活成功的心理测量结果的比较分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-31 DOI: 10.1016/j.stueduc.2025.101492

Sherron Benson McKendall , Alan McKendall , Michael Mann , Alfgeir Kristjansson , Catherine Morton , Summer Kuhn , Merge McMillion , Ann Chester

引用次数: 0

School performance and inequality of opportunities in Latin America 拉丁美洲的学校表现与机会不平等

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-30 DOI: 10.1016/j.stueduc.2025.101497

Juliane Borchers , Marina Silva da Cunha

{"title":"School performance and inequality of opportunities in Latin America","authors":"Juliane Borchers , Marina Silva da Cunha","doi":"10.1016/j.stueduc.2025.101497","DOIUrl":"10.1016/j.stueduc.2025.101497","url":null,"abstract":"<div><div>This research investigates the main determinants of educational outcomes for students aged 15–16 in Latin America, aiming to identify differences among countries. To achieve this, data from the 2018 Programme for International Student Assessment (PISA) were examined using the education production function and multilevel regression, considering both the impacts created by schools and the characteristics of students and their families, as well as in-school process variables such as instructional practices and learning environment dynamics. Not only do the results show differences in school performance in Latin American countries, but also that failing grades and insecurity faced by the students worsen school performance. On the other hand, studying at a school located in a medium-to-large city increases students' performance in the skills tested. Moreover, family background has a significant impact on students' academic performance, suggesting profound inequalities of opportunities in Latin American countries. The results show that, in addition to socioeconomic and school-related factors, process variables play a relevant role in explaining academic performance: a positive classroom climate and adaptive instruction are associated with higher performance, especially in reading and mathematics, while negative perceptions of teacher feedback correlate with lower performance, particularly among more disadvantaged students.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101497"},"PeriodicalIF":2.6,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739605","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

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