Studies in Educational Evaluation最新文献_第10页

The role of reference frames in learners’ internal feedback generation with a learning analytics dashboard 参考框架在使用学习分析仪表板生成学习者内部反馈中的作用

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-12 DOI: 10.1016/j.stueduc.2023.101303

Lars de Vreugd , Renée Jansen , Anouschka van Leeuwen , Marieke van der Schaaf

{"title":"The role of reference frames in learners’ internal feedback generation with a learning analytics dashboard","authors":"Lars de Vreugd , Renée Jansen , Anouschka van Leeuwen , Marieke van der Schaaf","doi":"10.1016/j.stueduc.2023.101303","DOIUrl":"https://doi.org/10.1016/j.stueduc.2023.101303","url":null,"abstract":"<div><p>Being able to self-regulate can positively impact learners’ academic achievement. An inherent catalyst of Self-Regulated Learning (SRL) is internal feedback, the new knowledge which is generated when comparing current knowledge against reference information. Learners may not always generate internal feedback, hampering further SRL. Supporting SRL can be done with a Learning Analytics Dashboard (LAD), in which reference frames allow for comparisons and facilitate internal feedback generation. This study explores internal feedback generation using a LAD and the effect of reference frame availability. A multiple method design examined the interplay of reference frames, comparison processes, internal feedback generation and preparatory activities engagement. Differences between three conditions were explored using Bain ANOVA’s. Results showed that reference frames almost exclude other external comparators and are used in parallel with an internal comparator. A peer reference frame leads to most verbalizations of internal feedback, and potentially to most verbalizations of preparatory activities.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"79 ","pages":"Article 101303"},"PeriodicalIF":3.1,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198441","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

Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring 学生对对等或非对等同伴辅导或辅导中反馈的看法

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-07 DOI: 10.1016/j.stueduc.2023.101304

E. Byl , K.J. Topping

{"title":"Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring","authors":"E. Byl , K.J. Topping","doi":"10.1016/j.stueduc.2023.101304","DOIUrl":"10.1016/j.stueduc.2023.101304","url":null,"abstract":"<div><p>Many studies show cognitive gains from peer feedback. However, no previous study has explored reciprocal and nonreciprocal peer tutoring and mentoring, with associated implications for peer feedback. University students (n = 446) completed an online questionnaire at the end of their first year. Participants numbered 166 (37 %), while comparison non-participants numbered 280. The questionnaire investigated social and academic integration, using elements of three published scales of known reliability and validity. Analysis focused on participants vs. non-participants, with supplementary comparison of effect sizes regarding impact of the different interventions. Results showed nonreciprocal peer tutoring better enhanced students’ academic integration. However, reciprocal peer mentoring better enhanced social integration. Nonreciprocal peer mentoring better enhanced student persistence. Types of feedback between methods were explored. Overall, the type of intervention(s) recommended might be tailored to the presenting needs of each student. Informing students of the likely outcomes of different types of peer assisted learning should assist them to choose optimally effective forms for their own purposes.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"79 ","pages":"Article 101304"},"PeriodicalIF":3.1,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46567355","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 students’ reflections in their uptake of teacher written feedback 理解学生的反思在吸收教师书面反馈中的作用

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101276

Xiaodong Zhang

{"title":"Understanding the role of students’ reflections in their uptake of teacher written feedback","authors":"Xiaodong Zhang","doi":"10.1016/j.stueduc.2023.101276","DOIUrl":"10.1016/j.stueduc.2023.101276","url":null,"abstract":"<div><p>This study reports on the role of students’ reflections in their teacher written feedback. Informed by a qualitative case study approach, this study collected data from 18 students across a semester of an English-as-a-foreign language writing course at a university in China. In the course, teacher written feedback and students’ reflections were both informed by writing as a meaning-making process. The data sources included 72 pieces of student essays, 144 pieces of reflection written by the students, and post-semester interviews with the students. The study showed that engaging students in writing reflections was helpful for developing their knowledge of writing, although the process somewhat followed a zigzag trajectory. The exercise helped them transcend their previous knowledge repertoires, thereby assisting them in critically understanding their revision process and refining their knowledge of writing in response to the teacher’s written feedback. In particular, the students felt that the meaning-making-based reflections provided clear and accessible layers for them to understand the close relationship between language and content. As such, the students felt that they were able to harness their reflections as a written venue through which they could critically digest the teacher’s written feedback and develop their knowledge of writing as a meaning-making process while dialoguing with their instructor.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"78 ","pages":"Article 101276"},"PeriodicalIF":3.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45767894","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

Sustaining data use professional learning communities in schools: The role of leadership practices 可持续数据利用学校专业学习社区：领导力实践的作用

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101273

S.N. van den Boom-Muilenburg , C.L. Poortman , K. Schildkamp , S. de Vries , K. van Veen

引用次数: 0

Online peer-assessment quality control: A proactive measure, validation study, and sensitivity analysis 在线同行评估质量控制:一种主动测量、验证研究和敏感性分析

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101279

Fu-Yun Yu , Yu-Hsin Liu , Kristine Liu

{"title":"Online peer-assessment quality control: A proactive measure, validation study, and sensitivity analysis","authors":"Fu-Yun Yu , Yu-Hsin Liu , Kristine Liu","doi":"10.1016/j.stueduc.2023.101279","DOIUrl":"10.1016/j.stueduc.2023.101279","url":null,"abstract":"<div><p>Despite the generally positive learning effects of peer-assessment (PA), there are some undesirable signs and troublesome behavior needed to be addressed (e.g., biased judgments, superficial-level engagement). Anchoring on the concept of individual accountability and assessment validity, while attending to other important elements (including both subjective and objective criteria, individuals’ differentiation ability across the points on the assessment scale, and completion rate), a measure was proposed for PA quality control. This measure consists of four indexes/variables and enables the quantification and appraisal of the peer-assessor’s performance. A validation study involving two classes of undergraduate students (<em>N</em> = 103) engaged in the assessment of peers’ oral presentations was conducted to evaluate the effects of the proposed measure. The statistically significant results confirmed the efficacy of the proposed measure to promote better online PA performance. Additionally, to assess its applicability, sensitivity analysis targeting different aspects of our proposed measure (i.e., different plausible weighting for each of the associated indexes/variables, different correlation values between peers’ and the teacher’s ratings, and different bound values for the scale) was conducted. All significant results of the 281 test cases further substantiated the applicability and efficacy of our proposed measure under various assessment schemes for PA quality control.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"78 ","pages":"Article 101279"},"PeriodicalIF":3.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41344698","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’ age and noncognitive traits predict writing self-efficacy and motivation 学生的年龄和非认知特征预测写作自我效能和动机

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101287

Kit W. Cho

{"title":"Students’ age and noncognitive traits predict writing self-efficacy and motivation","authors":"Kit W. Cho","doi":"10.1016/j.stueduc.2023.101287","DOIUrl":"10.1016/j.stueduc.2023.101287","url":null,"abstract":"<div><p>The present study explored the relations of students’ age and noncognitive traits (grit, growth mindset, and college self-efficacy) on writing self-efficacy and writing motivation. Participants (N = 457) wrote a short reflection in response to a quote, after which they evaluated similar responses, purportedly written by their peers, that were either exemplary or poor. Participants who read the exemplary essays were less likely to believe they could write as well as their peers (writing self-efficacy) and less likely to write a second essay (writing motivation), demonstrating a discouragement by peer excellence effect. Grit, growth mindset, and college self-efficacy were all positive correlates of writing self-efficacy. Writing self-efficacy, in turn, predicted the willingness to write another essay. Older students reported higher levels of writing self-efficacy and exhibited greater writing motivation. Older students also reported higher levels of grit, college self-efficacy, and growth mindset. A parallel mediation analysis revealed an indirect effect of college self-efficacy on the relation between age and writing self-efficacy. These results suggest that educators should judiciously model the works of students’ exemplary peers and foster noncognitive traits that improve writing self-efficacy. The results also suggest that older students are more receptive to writing.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"78 ","pages":"Article 101287"},"PeriodicalIF":3.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46968427","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

Assessing students’ intercultural competence: Construction and psychometric evaluation of a brief measure 评估学生的跨文化能力:一个简短测量的构建和心理测量评估

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101288

Yue Zhao , Jenny M.Y. Huen , Hiu Tin Leung , Cecilia K.Y. Chan

{"title":"Assessing students’ intercultural competence: Construction and psychometric evaluation of a brief measure","authors":"Yue Zhao , Jenny M.Y. Huen , Hiu Tin Leung , Cecilia K.Y. Chan","doi":"10.1016/j.stueduc.2023.101288","DOIUrl":"10.1016/j.stueduc.2023.101288","url":null,"abstract":"<div><p>Intercultural competence has been placed increasing attention in globalized educational systems. The study presents a series of qualitative and quantitative investigations to construct and validate scores on a brief self-report measure assessing intercultural competence of university students. Following a comprehensive literature search and qualitative expert reviews in the scale construction process, 50 potential items were classified based on the attitudinal, cognitive, and behavioral intercultural competence framework. In the psychometric evaluation process, a unidimensional structure was obtained to represent the 50 items. Item response theory analysis was performed to yield a brief measure of five content-specific items measuring intercultural competence, capturing cross-cultural self-efficacy, cultural knowledge application, perspective taking/suspending judgment, and behavioral regulation in intercultural situations. Not just contributing to measurement advancement, but the newly developed and validated instrument holds promise for guiding the design of intercultural competence educational programs and assessing students’ intercultural competence performances/gains.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"78 ","pages":"Article 101288"},"PeriodicalIF":3.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44903644","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

The ecology of language teacher assessment literacy: Insights from emotional critical incidents 语文教师评鉴素养的生态:来自情感批判事件的洞察

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101285

Mostafa Nazari , Sedigheh Karimpour , Mohammadali Ranjbar

引用次数: 0

Is class worth their time? College student perspectives on class structure and attendance 上课值得他们花时间吗？大学生对班级结构和出勤率的看法

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101281

Laura E. McClelland , Kimberly F. Case

引用次数: 0

Evaluating student engagement and experiential learning in global classrooms: A qualitative case study 评估学生参与和体验式学习在全球课堂:定性案例研究

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-01 DOI: 10.1016/j.stueduc.2023.101290

Selina Mae Quibrantar , Obidimma Ezezika

{"title":"Evaluating student engagement and experiential learning in global classrooms: A qualitative case study","authors":"Selina Mae Quibrantar , Obidimma Ezezika","doi":"10.1016/j.stueduc.2023.101290","DOIUrl":"10.1016/j.stueduc.2023.101290","url":null,"abstract":"<div><p>The global classroom is an emerging technology-based pedagogy used internationally by educational institutions. To evaluate a global classroom, we conducted a qualitative study using written reflections and semi-structured interviews of global classroom participants, based on two theoretical frameworks: Kearsley and Shneiderman’s engagement theory and Kolb’s experiential learning theory. We analyzed student reflections and transcribed interviews, using the software package, NVivo, with two objectives: (1) to evaluate if global classroom is engaging and experiential to students and (2) to elucidate how student engagement is fostered in the global classroom through experiential learning. Results illustrated a complex relationship between student engagement and experiential learning. During the experiential learning cycle, engagement theory (relate-create-donate) principles contributed to student engagement at varying levels and for different purposes. Based on the results of this study, we created a framework that demonstrates the interactivity of engagement theory and experiential learning theory to describe how student engagement featured in experiential learning during this global classroom, with strategies to maximize student engagement in experiential learning.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"78 ","pages":"Article 101290"},"PeriodicalIF":3.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46289386","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