Studies in Educational Evaluation最新文献_第10页

Discrimination in grading: A scoping review of studies on teachers’ discrimination in school 分级中的歧视：学校教师歧视研究的范围综述

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101284

Giulietta Zanga, Elena De Gioannis

{"title":"Discrimination in grading: A scoping review of studies on teachers’ discrimination in school","authors":"Giulietta Zanga, Elena De Gioannis","doi":"10.1016/j.stueduc.2023.101284","DOIUrl":"10.1016/j.stueduc.2023.101284","url":null,"abstract":"<div><p>Studies on teachers’ grading suggest that school grades depend not only on students’ performance but also on teachers’ bias toward specific social categories. Numerous studies tested the existence of discrimination in grading using different strategies and focusing on multiple students’ characteristics. This study aims to summarise those studies by identifying (1) the methodologies used, (2) the characteristics on which discrimination is based and (3) the empirical results. We conducted a scoping review where studies were selected blindly by the two authors. The initial search was conducted on ERIC, Education Database and PsycInfo and 37 studies were finally identified. A comparison among the included studies suggests that the main strategies used are experiments and regression analysis on the difference between blind and non-blind scores, while gender, race/ethnicity and migration background are the most frequently tested characteristics. Finally, on average studies confirmed the presence of discrimination in grading still with some exceptions and, sometimes, under specific conditions. To conclude, it is challenging to test teachers’ discrimination through grading and to date the methodologies used have some limitations. However, on average, empirical evidence suggests that school grades are affected by teachers’ bias.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46081890","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 effects of Success for All in the Netherlands on the reading achievement of first-grade students at risk of reading problems 荷兰“人人成功”计划对有阅读问题风险的一年级学生阅读成绩的影响

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-06-01 DOI: 10.1016/j.stueduc.2023.101257

Mariëtte Hingstman , Matthijs J. Warrens , Simone Doolaard , Roel J. Bosker

引用次数: 0

Automatic evaluation of open-ended questions for online learning. A systematic mapping 在线学习开放式问题的自动评估。系统地图

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-06-01 DOI: 10.1016/j.stueduc.2023.101258

Emiliano del Gobbo , Alfonso Guarino , Barbara Cafarelli , Luca Grilli , Pierpaolo Limone

引用次数: 6

Validation of the programmatic assessment survey for college students’ expectations and perceptions of the integrative studies curriculum 大学生对综合研究课程的期望和认知的程序性评估调查的验证

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-06-01 DOI: 10.1016/j.stueduc.2022.101217

Lihong Yang

引用次数: 1

Lights up! Assessing standards-based performance skills in drama education 点亮!戏剧教育中基于标准的表演技巧评估

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-06-01 DOI: 10.1016/j.stueduc.2023.101259

Kylie Peppler , Sophia Bender , Anthony Phonethibsavads , Nickolina Yankova , Molly Stewart

引用次数: 0

Effects of different video- or text-based reflection stimuli on pre-service teachers’ emotions, immersion, cognitive load and knowledge-based reasoning 基于视频或文本的不同反思刺激对职前教师情绪、沉浸、认知负荷和知识推理的影响

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-06-01 DOI: 10.1016/j.stueduc.2023.101256

Kira Elena Weber , Christopher Neil Prilop , Marc Kleinknecht

{"title":"Effects of different video- or text-based reflection stimuli on pre-service teachers’ emotions, immersion, cognitive load and knowledge-based reasoning","authors":"Kira Elena Weber , Christopher Neil Prilop , Marc Kleinknecht","doi":"10.1016/j.stueduc.2023.101256","DOIUrl":"10.1016/j.stueduc.2023.101256","url":null,"abstract":"<div><p>To reflect on ones own or other teachers teaching practices as well as on different reflection stimuli (e.g. videos or texts) can evoke different emotions and entail varying degrees of cognitive load and knowledge-based reasoning for pre-service teachers. Participants in this study were distributed to four groups (“memory”; \"video+memory”; “video other”, and “text other”) and reflected online on classroom management facets. Pre-service teachers in the “video+memory” group reported significantly more immersion and enjoyment while reflecting than the other three groups. All groups showed a moderate level of germane load and there were no differences between the groups. Participants in the video+memory and memory group showed higher levels of knowledge-based reasoning than those who reflected on other teachers’ classroom practice. Enjoyment was a significant positive predictor of both immersion and germane load, whereas boredom was a negative predictor. Implications for future research and reflection processes during teacher education are discussed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45329623","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: 1

Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement 探讨幸福感在自我评估实践与学习成绩之间的适应性联系中的调节作用

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-06-01 DOI: 10.1016/j.stueduc.2023.101249

Norman B. Mendoza, Zi Yan

{"title":"Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement","authors":"Norman B. Mendoza, Zi Yan","doi":"10.1016/j.stueduc.2023.101249","DOIUrl":"10.1016/j.stueduc.2023.101249","url":null,"abstract":"<div><p>Self-assessment practices can positively impact student learning and achievement. However, less is known about psychological moderators that can influence the impact that self-assessment practice may have on achievement. Integrating the dual processing self-regulation model and the self-assessment cycle framework, this study examined the role of students’ positive well-being in the link between self-assessment practices and domain-specific achievement scores. Hierarchical multiple regression analyses using data from 765 secondary school students revealed that self-assessment practices positively predicted achievement scores. Results also showed that positive well-being moderated the relationship between seeking internal feedback and self-reflection and achievement scores, in that the positive link between such self-assessment practices and achievement was stronger for students who had low or moderate well-being. These findings reinforce the impact of self-assessment on learning and add to the ecological validity of the dual processing self-regulation model. The discussion focuses on how these findings contribute to our understanding of how well-being could influence the adaptive role of internal and cognitive self-assessment practices in student learning. Limitations and future research directions are also discussed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43179362","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: 3

Is it possible to redress noninstructional biases in student evaluation of teaching surveys? Quantitative analysis in accounting and finance courses 是否有可能纠正学生评价教学调查中的非教学偏见?会计和金融课程中的定量分析

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-06-01 DOI: 10.1016/j.stueduc.2023.101263

J.L. Arroyo-Barriguete , C. Bada , L. Lazcano , J. Márquez , J.M. Ortiz-Lozano , A. Rua-Vieites

引用次数: 0

Evaluation of the mixed-mode teaching design upon students’ learning satisfaction and academic performance in an introductory economics course 经济学导论课程混合模式教学设计对学生学习满意度和学习成绩的评价

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-06-01 DOI: 10.1016/j.stueduc.2023.101253

Tommy Soesmanto , Xuan-Binh (Benjamin) Vu , Kanchana Kariyawasam

{"title":"Evaluation of the mixed-mode teaching design upon students’ learning satisfaction and academic performance in an introductory economics course","authors":"Tommy Soesmanto , Xuan-Binh (Benjamin) Vu , Kanchana Kariyawasam","doi":"10.1016/j.stueduc.2023.101253","DOIUrl":"10.1016/j.stueduc.2023.101253","url":null,"abstract":"<div><p>The Covid-19 pandemic has had a major impact on the various facets of higher education globally. With the migration to online teaching happening at an unprecedented rate, educators are challenged in transforming the way they create opportunities for students’ learning. Specifically, in Australia, education providers have increasingly offered their courses in a dual-mode setting, making them available for both online and face-to-face students. This paper presents the design of a specific type of dual-mode teaching, referred to as mixed-mode teaching used in an introductory economics course at X University. The aim of this study is to evaluate the impact of the mixed-mode teaching in creating an equitable learning experience for the online and face-to-face groups of students enroled in the course. Such an approach should then translate into there being no significant difference found in the academic performance of the two cohorts. In this study, we used the non-parametric Wilcoxon test and Kruskal-Wallis test to verify if a significant difference exists in learning satisfaction. Further, we utilised regression with dummies, and four different approaches of propensity score matching estimation in excluding self-selection bias, to evaluate differences in academic performance. Our results suggest no statistically significant differences in both the learning experiences and academic performances of our two groups of students. At a time when higher education is facing ongoing challenges presented by the pandemic, these findings offer useful insights for economics educators as well as those in higher education about how to enhance students’ academic performance and learning experience through more equitable, consistent course design.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44485781","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: 4

Supporting students’ generation of feedback in large-scale online course with artificial intelligence-enabled evaluation 通过人工智能评估，支持学生在大规模在线课程中生成反馈

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-06-01 DOI: 10.1016/j.stueduc.2023.101250

Alwyn Vwen Yen LEE

{"title":"Supporting students’ generation of feedback in large-scale online course with artificial intelligence-enabled evaluation","authors":"Alwyn Vwen Yen LEE","doi":"10.1016/j.stueduc.2023.101250","DOIUrl":"10.1016/j.stueduc.2023.101250","url":null,"abstract":"<div><p>Educators in large-scale online courses tend to lack the necessary resources to generate and provide adequate feedback for all students, especially when students’ learning outcomes are evaluated through student writing. As a result, students welcome peer feedback and sometimes generate self-feedback to widen their perspectives and obtain feedback, but often lack the support to do so. This study, as part of a larger project, sought to address this prevalent problem in large-scale courses by allowing students to write essays as an expression of their opinions and response to others, conduct peer and self-evaluation, using provided rubric and Artificial Intelligence (AI)-enabled evaluation to aid the giving and receiving of feedback. A total of 605 undergraduate students were part of a large-scale online course and contributed over 2500 short essays during a semester. The research design uses a mixed-methods approach, consisting qualitative measures used during essay coding, and quantitative methods from the application of machine learning algorithms. With limited instructors and resources, students first use instructor-developed rubric to conduct peer and self-assessment, while instructors qualitatively code a subset of essays that are used as inputs for training a machine learning model, which is subsequently used to provide automated scores and an accuracy rate for the remaining essays. With AI-enabled evaluation, the provision of feedback can become a sustainable process with students receiving and using meaningful feedback for their work, entailing shared responsibility from teachers and students, and becoming more effective.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46194165","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: 4