Studies in Educational Evaluation最新文献_第10页

Student Evaluation of Teaching: The analysis of measurement invariance across online and paper-based administration procedures of the Romanian version of Marsh’s Student Evaluations of Educational Quality scale 学生对教学的评价：对罗马尼亚版马什学生教育质量评价量表的在线和纸质施测程序的测量不变性分析

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-13 DOI: 10.1016/j.stueduc.2024.101340

Daniel E. Iancu , Laurenţiu P. Maricuţoiu , Marian D. Ilie

{"title":"Student Evaluation of Teaching: The analysis of measurement invariance across online and paper-based administration procedures of the Romanian version of Marsh’s Student Evaluations of Educational Quality scale","authors":"Daniel E. Iancu , Laurenţiu P. Maricuţoiu , Marian D. Ilie","doi":"10.1016/j.stueduc.2024.101340","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101340","url":null,"abstract":"<div><p>Student Evaluation of Teaching (SET) instruments can be administered online or with paper and pencil. These procedures involve different interactions between respondents and instruments which could cause errors when administrators and researchers want to compare or relate online results with paper-based results. This study aimed to analyze if the Romanian version of the Student Evaluations of Educational Quality instrument presents similar psychometric characteristics regardless if it is completed online or by paper and pencil. Data was collected from two groups of students (N = 809). One group completed the SEEQ on paper-pencil support (312 responders, 38.6%). The other group completed the scale for the same teachers and courses, but online and one year later. Psychometrical checks and measurement invariance analysis suggested that the Romanian version of SEEQ has passed the internal validity and reliability test and presented configural, metric, and scalar invariance across the results obtained from both administration procedures.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101340"},"PeriodicalIF":3.1,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000191/pdfft?md5=7315e0b37310e6f3677862260ae9e50b&pid=1-s2.0-S0191491X24000191-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139731932","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}

引用次数: 0

Weakening achievement gap and strengthening school renewal: A multivariate multilevel approach incorporating changes among both students and teachers 缩小成绩差距，加强学校重建：纳入学生和教师变化的多变量多层次方法

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-09 DOI: 10.1016/j.stueduc.2024.101341

Xin Ma , Jianping Shen , Patricia Reeves , Zhenhui Piao

{"title":"Weakening achievement gap and strengthening school renewal: A multivariate multilevel approach incorporating changes among both students and teachers","authors":"Xin Ma , Jianping Shen , Patricia Reeves , Zhenhui Piao","doi":"10.1016/j.stueduc.2024.101341","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101341","url":null,"abstract":"<div><p>Using longitudinal data across Grades 3 to 5 on students and teachers from 123 elementary schools, we developed a multivariate multilevel model incorporating changes among both students and teachers to examine the relationship among schools between change in school racial-ethnic gap in academic achievement (English language arts and mathematics) and change in school renewal effort (by school principals). Across Grades 3 to 5, we found statistically significant improvement in school renewal effort, whereas the school racial-ethnic gap in academic achievement was statistically stable. In terms of their relationship, we found that, across Grades 3 to 5, improvement in school renewal effort were weakly correlated with enlargement in school racial-ethnic gap in academic achievement concerning English language arts (correlation = .10). Meanwhile, improvement in school renewal effort were marginally correlated with reduction in school racial-ethnic gap in academic achievement concerning mathematics (correlation = −.18).</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101341"},"PeriodicalIF":3.1,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139719346","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

Examining how students overclaim their English as a foreign language knowledge: A novel use of the overclaiming technique 研究学生如何将英语作为外语知识进行过度宣称：过度宣称技术的新颖运用

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-07 DOI: 10.1016/j.stueduc.2024.101338

Hana Vonkova , Ondrej Papajoanu , Angie Moore , Katerina Kralova

引用次数: 0

Whose and what values? Advancing and illustrating explicit specification of evaluative criteria in education 谁的价值观和什么价值观？推进和说明教育评价标准的明确规定

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-06 DOI: 10.1016/j.stueduc.2024.101335

Emily F. Gates , Rebecca M. Teasdale , Clara Shim , Haylea Hubacz

{"title":"Whose and what values? Advancing and illustrating explicit specification of evaluative criteria in education","authors":"Emily F. Gates , Rebecca M. Teasdale , Clara Shim , Haylea Hubacz","doi":"10.1016/j.stueduc.2024.101335","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101335","url":null,"abstract":"<div><p>This paper addresses the theoretical and practical question of how to specify criteria used in educational evaluations. People and groups involved in and affected by an educational initiative typically bring different values to bear on the question of what a quality or successful initiative means. This poses a challenge of balancing and prioritizing between differing values when specifying criteria. To address this challenge, we present a framework and process that involves systematic consideration of multiple sources of criteria (i.e., who and where) and domains (e.g., design, outcomes) followed by explicitly defining criteria within an evaluation. We illustrate our use of this framework in three evaluations: a high school mathematics teacher program, K-12 principal professional development initiatives, and a graduate-level online healthcare administration program. Together, the framework and illustrations provide guidance and highlight future directions for strengthening explicit criteria specification in educational evaluation.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101335"},"PeriodicalIF":3.1,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139700139","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

Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed-methods study 让中学生在第二语言写作课堂上参与同伴反馈：混合方法研究

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-02 DOI: 10.1016/j.stueduc.2024.101337

Xiaolong Cheng , Lawrence Jun Zhang

{"title":"Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed-methods study","authors":"Xiaolong Cheng , Lawrence Jun Zhang","doi":"10.1016/j.stueduc.2024.101337","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101337","url":null,"abstract":"<div><p>While recent decades have witnessed the proliferation of studies on peer feedback in L2 writing, little is known about how L2 learners engage affectively, behaviorally, and cognitively with this practice. To narrow this gap, the present study employing a mixed-methods approach examined L2 learners’ engagement with peer feedback in the Chinese secondary school context. Data were collected from a variety of sources over 12 weeks, including questionnaires, semi-structured interviews, writing journals, and learners’ first and revised writing samples. The results showed that the teacher’s scaffolding with systematic instruction comprising pre-feedback sessions, multiple feedback practices, and post-feedback reinforcement helped the participants engage with peer feedback proactively in affect, behavior, and cognition. Furthermore, the participants’ perception of their improvement in the three dimensions was also evident over the semester. Overall, this study demonstrates the role of teachers in student engagement and advances our understanding of L2 learner engagement with peer feedback. Additionally, it offers important pedagogical implications for fostering and promoting L2 learners’ engagement.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101337"},"PeriodicalIF":3.1,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000166/pdfft?md5=e64e0b8961cc036e7e523bfea8ee88a2&pid=1-s2.0-S0191491X24000166-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139674574","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}

引用次数: 0

Are schools becoming more unequal? Insights from exploratory data mining of international large-scale assessment, TIMSS 2003-2019 学校是否越来越不平等？从国际大规模评估（TIMSS 2003-2019 年）的探索性数据挖掘中获得的启示

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-01-29 DOI: 10.1016/j.stueduc.2024.101330

Farhan Ali , Yook Kit Ow-Yeong, Jacqueline L. Tilley

{"title":"Are schools becoming more unequal? Insights from exploratory data mining of international large-scale assessment, TIMSS 2003-2019","authors":"Farhan Ali , Yook Kit Ow-Yeong, Jacqueline L. Tilley","doi":"10.1016/j.stueduc.2024.101330","DOIUrl":"10.1016/j.stueduc.2024.101330","url":null,"abstract":"<div><p>The aim of this study was to examine how achievement varied within and between schools at different grade levels, and long-term trends in variation within and across multiple countries. We used science achievement data from five cycles of Trends in International Mathematics and Science Study (TIMSS) from 2003 to 2019 involving 10 countries from Asia, Europe, and the United States. Employing exploratory data mining methods of variance decomposition, correlation analysis, and Gaussian mixture modeling of data distributions, we found the following: First, between-school variances generally remained consistent across two decades, suggesting that inequality between schools has not increased over time. Second, between-school variances were relatively small for elementary grade level but increased at secondary grade level, though marginally even for countries with early tracking. Third, higher-achieving schools tended to have more equal student achievement levels than lower-achieving schools, lending within-country support for the “virtuous” efficiency-equality trade-off. We further found that reduced equality within lower-achieving schools was associated with bimodality in achievement distribution. Overall, there is little evidence of inequality across schools changing over time. However, there may be evidence of increased inequalities associated with student subpopulations, particularly within lower-achieving schools, with implications on classroom instruction and school cohesion.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101330"},"PeriodicalIF":3.1,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139587141","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

An escape room game-based innovation for the assessment of physiotherapy students: A qualitative study 基于逃脱室游戏的物理治疗学生评估创新：定性研究

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-01-26 DOI: 10.1016/j.stueduc.2024.101331

Jesús Martínez-Cal , Irene Sandoval-Hernández , Carmen Ropero-Padilla , Miguel Rodriguez-Arrastia , Manuel González-Sánchez , Guadalupe Molina-Torres

{"title":"An escape room game-based innovation for the assessment of physiotherapy students: A qualitative study","authors":"Jesús Martínez-Cal , Irene Sandoval-Hernández , Carmen Ropero-Padilla , Miguel Rodriguez-Arrastia , Manuel González-Sánchez , Guadalupe Molina-Torres","doi":"10.1016/j.stueduc.2024.101331","DOIUrl":"10.1016/j.stueduc.2024.101331","url":null,"abstract":"<div><h3>Background</h3><p>Classic assessment methods present negative emotional alterations for students, such as stress, anxiety, fear and nervousness; these could be solved by applying the Escape Room, which is a promising tool where students experience positive emotions that are critical to learning.</p></div><div><h3>Aim</h3><p>To explore the experiences and perceptions of physiotherapy students regarding the use of an Escape Room game-based model for their assessment in contrast to conventional approaches.</p></div><div><h3>Methods</h3><p>A phenomenological-hermeneutical study was conducted. The assessment took place in two different modalities and on different days: 1) a traditional assessment method and 2) an assessment method incorporating a game-based model. All students participated in the two assessment processes. Fifty-six physiotherapy students took part in this study.</p></div><div><h3>Results</h3><p>The detailed analysis of the results allowed us to classify them into two main themes: 1) Strengths of the Escape Room as part of an assessment approach and, 2) Weaknesses of the Escape Room as part of an assessment approach. In turn, from these main themes emerged the sub-themes and their different units of meaning.</p></div><div><h3>Conclusions</h3><p>The results suggest that new teaching and assessment methodologies incorporating innovative models such as the Escape Room are effective in evaluating the skills and performance of physiotherapy students, which can be used to complement the traditional assessment methods.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101331"},"PeriodicalIF":3.1,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000105/pdfft?md5=3f1b61317d3eaa0ea1499dce916b6b58&pid=1-s2.0-S0191491X24000105-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139587143","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}

引用次数: 0

Learning and teaching strategies as related to language arts in China: A heterogeneity study 与中国语言艺术相关的学习和教学策略：异质性研究

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-01-25 DOI: 10.1016/j.stueduc.2024.101334

Yongmei Hu , Yipeng Tang , Chuang Wang

引用次数: 0

The influence mechanism of the parent-child relationship on adolescent academic performance: The serial mediating effect of parental expectations and self-expectations 亲子关系对青少年学习成绩的影响机制：父母期望与自我期望的序列中介效应

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-01-12 DOI: 10.1016/j.stueduc.2024.101323

Wenjing Wang

{"title":"The influence mechanism of the parent-child relationship on adolescent academic performance: The serial mediating effect of parental expectations and self-expectations","authors":"Wenjing Wang","doi":"10.1016/j.stueduc.2024.101323","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101323","url":null,"abstract":"<div><p>Much attention has been paid to the relationship between parent-child relationships and adolescent academic performance, especially the mediating role of subjective educational expectations of parents and children. However, most of the research is a single study on parents' or children's educational expectations, and there is a lack of overall research on the independent components and combined effects of the subjective educational expectations system. Based on a large sample of 8867 middle school students, this study showed that parental expectation and self-expectation not only had independent indirect effects on parent-child relationship and academic performance, but also had a series of mediating effects together. The parental expectation was the strongest indirect influencing factor. These findings contribute to a comprehensive understanding of the deep mediating mechanism of educational expectations between parent-child relationship and academic performance in adolescents, and provide important new ideas for educational design practices in home-school co-education.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101323"},"PeriodicalIF":3.1,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139433798","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

Investigating differential item functioning across interaction variables in listening comprehension assessment 调查听力理解评估中不同交互变量的不同项目功能

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-01-09 DOI: 10.1016/j.stueduc.2024.101322

Vahid Aryadoust , Shangchao Min , Xueliang Chen

引用次数: 0