Studies in Educational Evaluation最新文献

{"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}

{"title":"Predicting the Mathematics Literacy of Resilient Students from High‐performing Economies: A Machine Learning Approach","authors":"Yimei Zhang,&nbsp;Maria Cutumisu","doi":"10.1016/j.stueduc.2024.101412","DOIUrl":"10.1016/j.stueduc.2024.101412","url":null,"abstract":"<div><div>Mathematics is a crucial yet challenging subject for all students. Therefore, it is important to understand the role of academic resilience in mathematics, which enables students to overcome academic challenges. This study applied two machine learning algorithms, Lasso Regression (LR) and Random Forest (RF), to predict the mathematics literacy of resilient students from high-performing economies across cultures in PISA 2022. The findings indicated both RF and LR performed better in Western cultures than in Eastern cultures. Furthermore, in Eastern cultures, mathematics self-efficacy for 21st-century skills played an important role in predicting resilient students’ mathematics literacy, followed by self-efficacy towards mathematics, and mathematics anxiety. In Western cultures, self-efficacy towards mathematics was the predominant predictor, followed by mathematics self-efficacy for 21st-century skills. Theoretically, this study identifies key factors in predicting resilient students’ mathematics literacy across cultures. Methodologically, it is the first to apply ML in exploring resilient students’ mathematics literacy. Practically, it guides educators interested in developing interventions to improve resilient students’ mathematics literacy.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101412"},"PeriodicalIF":2.6,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578077","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":"What value do standardized observation systems add to summative teacher evaluation systems?","authors":"Mark White ,&nbsp;Bridget Maher","doi":"10.1016/j.stueduc.2024.101414","DOIUrl":"10.1016/j.stueduc.2024.101414","url":null,"abstract":"<div><div>Teacher evaluation systems work to balance summative and formative goals. Instructional observations are an important part of such systems, allowing evaluation to directly impact instruction. Research shows that summative and formative goals can conflict with each other. This paper examines whether the summative usage of observation scores contributes to summative evaluation. We find that, after accounting for traditional principal ratings, observation scores provide little predictive validity for identifying high quality teachers. Given the reviewed negative impacts of summative uses of observation scores in teacher evaluation, teacher evaluation systems should reconsider the summative usage of observation scores.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101414"},"PeriodicalIF":2.6,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552010","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":"Exploring factors influencing teacher self-efficacy in implementing inclusive education in Cambodia: A two-level hierarchical linear model","authors":"Sokunrith Pov ,&nbsp;Norimune Kawai ,&nbsp;Rie Murakami","doi":"10.1016/j.stueduc.2024.101415","DOIUrl":"10.1016/j.stueduc.2024.101415","url":null,"abstract":"<div><div>This study examined teachers’ self-efficacy for inclusive practices and identified factors influencing it. The study involved 1008 primary school teachers from 236 schools across Cambodia. It was guided by a conceptual framework grounded in Bandura’s Theory of Self-Efficacy, addressing existing research gaps and incorporating empirical insights into the factors shaping teachers’ self-efficacy for inclusive practices. Using descriptive statistics, exploratory factor analysis, reliability tests, and the two-level hierarchical linear model (HLM), the study found that teachers reported the highest self-efficacy in managing behaviours and the lowest in collaboration, especially with parents. Factors such as gender, interaction experience, inclusive education training, knowledge of disabilities, and the implementation of inclusive education programmes significantly influenced their self-efficacy. The study’s findings provide valuable insights for improving teacher education in the context of inclusive practices.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101415"},"PeriodicalIF":2.6,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552009","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":"Investigating anonymity in formative and summative peer assessment: Effects on university students’ social-affective factors, perceptions and preference","authors":"Juan Fraile ,&nbsp;Meritxell Monguillot ,&nbsp;Carles González-Arévalo ,&nbsp;Paula Lehane ,&nbsp;Ernesto Panadero","doi":"10.1016/j.stueduc.2024.101410","DOIUrl":"10.1016/j.stueduc.2024.101410","url":null,"abstract":"<div><div>This study examines the impact of anonymity on students’ social-affective processes, as well as their perceptions and preferences regarding peer assessment and grading for both formative and summative purposes. 177 higher education students participated in this quasi-experimental study. They participated in two peer assessment activities after receiving training on the provision of effective feedback. The first peer assessment activity was formative in nature, while the second was summative. The study had two conditions: anonymous peer assessment and non-anonymous peer assessment. Results indicate that although 73.6 % of all students (90.5 % in the anonymous condition and 56.5 % in the non-anonymous condition) preferred anonymous peer assessment, this preference did not significantly impact perceptions of fairness or peer pressure. This challenges assumptions around the effects of anonymity. Interestingly, non-anonymous settings were still favourably viewed, with the open-ended responses indicating the value of face-to-face dialogue. This suggests that non-anonymous, highly formative peer assessment requiring more interaction may lead to better social and interpersonal outcomes.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101410"},"PeriodicalIF":2.6,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532759","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}