Studies in Educational Evaluation最新文献_第2页

The impacts of self-monitoring prompt on provision and uptake of peer feedback and on revision performance: A mixed methods study

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-01-03 DOI: 10.1016/j.stueduc.2024.101442

Yi Zhang , Hui Chen , Jingran Wang , Zhongling Pi , Jiumin Yang

{"title":"The impacts of self-monitoring prompt on provision and uptake of peer feedback and on revision performance: A mixed methods study","authors":"Yi Zhang , Hui Chen , Jingran Wang , Zhongling Pi , Jiumin Yang","doi":"10.1016/j.stueduc.2024.101442","DOIUrl":"10.1016/j.stueduc.2024.101442","url":null,"abstract":"<div><div>In the context of online formative peer assessment (FPA), both the provision of quality peer feedback and critical implementation of received feedback are intellectually demanding tasks that require cognitive and metacognitive effort from students. To facilitate these processes, this study designed a self-monitoring prompt (SMP) as a metacognitive scaffold and examined its impact on students’ provision of peer feedback and its uptake, as well as students’ revision performance in an undergraduate course titled “Modern Educational Technology”. Adopting a mixed-methods research design, 116 junior undergraduates from China participated in an online FPA task over three weeks, with 68 students in the experimental group (with SMP support; SMP+) and 48 students in the control group (without SMP support; SMP-). However, due to specific data exclusion criteria, not all participants were included in each analysis: 90 students for the provision of peer feedback, and 97 students for both the uptake of peer feedback and the chain mediation analysis. The results indicated that SMP did not significantly change feedback quantity (<em>p</em> = .950), but it did enhance its quality (<em>p</em> = .019). The SMP+ group showed a greater tendency to apply the received peer feedback (<em>p</em> = .002), were less likely to ignore it (<em>p</em> = .014), and achieved better revision performance than the students in the SMP- group (<em>p</em> = .003). Further chain mediation analyses revealed the complex ways SMP influenced revision performance. Overall, the study underscores the potential of SMP to improve the quality and effectiveness of online FPA.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"84 ","pages":"Article 101442"},"PeriodicalIF":2.6,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143157886","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

Do students’ beliefs and orientations toward peer feedback predict peer feedback quality and perceptions?

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-12-20 DOI: 10.1016/j.stueduc.2024.101438

Martin Greisel , Julia Hornstein , Ingo Kollar

引用次数: 0

Investigating relationships among students’ affective, behavioral and cognitive engagement with peer feedback on EFL writing

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-12-17 DOI: 10.1016/j.stueduc.2024.101430

Haitao Chen , Guangwei Hu

{"title":"Investigating relationships among students’ affective, behavioral and cognitive engagement with peer feedback on EFL writing","authors":"Haitao Chen , Guangwei Hu","doi":"10.1016/j.stueduc.2024.101430","DOIUrl":"10.1016/j.stueduc.2024.101430","url":null,"abstract":"<div><div>This study adopted a mixed-methods design to examine how feedback givers’/receivers’ affective, behavioral and cognitive engagement with peer feedback were related to each other. One hundred and twenty-four English-major sophomores, purposively sampled based on their English proficiency and willingness to participate, responded to questionnaires administered at the beginning and the end of a 16-week writing course to gauge their engagement with peer feedback. Eight of them participated in stimulated recalls conducted to explore, in depth, the relationships among types of engagement with peer feedback. Analyses of the questionnaire data revealed significant positive and negative correlations of varying strength among different types of engagement for feedback givers and receivers. Analyses of the stimulated recalls yielded further evidence that feedback givers’/receivers’ behavioral, cognitive and affective engagement were interrelated in complex ways. These findings have pedagogical implications for the enhancement of students’ engagement with peer feedback in similar contexts.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"84 ","pages":"Article 101430"},"PeriodicalIF":2.6,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143157887","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

Reliability, validity, and strictness of adult learner online self-rating based on teacher and achievement criteria for different individual characteristics and academic achievement

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-12-06 DOI: 10.1016/j.stueduc.2024.101431

Chi-Cheng Chang, Ju-Shih Tseng

{"title":"Reliability, validity, and strictness of adult learner online self-rating based on teacher and achievement criteria for different individual characteristics and academic achievement","authors":"Chi-Cheng Chang, Ju-Shih Tseng","doi":"10.1016/j.stueduc.2024.101431","DOIUrl":"10.1016/j.stueduc.2024.101431","url":null,"abstract":"<div><div>Although many studies have shown that student self-assessment/rating is reliable or valid, many teachers still hesitate to implement student self-assessment/rating in their teaching. Therefore, whether or not student self-rating is reliable or valid has been a crucial concern. The study aimed to investigate the reliability, validity, and strictness of adult students’ online self-ratings by examining the consistency and difference between self-rating and teacher rating, and the consistency between self-rating and term project grade. There were 368 graduate students who used an online assessment platform to rate their own presentations. The results showed that adult students’ self-ratings had significant but low inter-rater consistency reliability and teacher-referenced validity, but inadequate teacher-referenced strictness, compared with teacher/expert criteria. Self-rating had significant but low achievement-referenced validity, compared with academic achievement criteria. Age, work experience, paper-pencil self-assessment experience, and online self-assessment experience affected the inter-rater consistency reliability and teacher-referenced validity of student self-rating. Individual characteristics and academic achievement had no effect on self-rating strictness. Implications and recommendations for academic theory and educational practice are proposed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"84 ","pages":"Article 101431"},"PeriodicalIF":2.6,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143158304","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

Concurrent validity of scores from phone-based caregiver reports on early childhood development: Evidence from the Early Childhood Development Index 2030 implementation in Nepal

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-12-04 DOI: 10.1016/j.stueduc.2024.101428

Kenji Kitamura , Filipa De Castro , Perman Gochyyev , Dipu Shakya , Claudia Cappa , Shyam Prasad Acharya , Devi Ram Acharya , Nicole Petrowski

{"title":"Concurrent validity of scores from phone-based caregiver reports on early childhood development: Evidence from the Early Childhood Development Index 2030 implementation in Nepal","authors":"Kenji Kitamura , Filipa De Castro , Perman Gochyyev , Dipu Shakya , Claudia Cappa , Shyam Prasad Acharya , Devi Ram Acharya , Nicole Petrowski","doi":"10.1016/j.stueduc.2024.101428","DOIUrl":"10.1016/j.stueduc.2024.101428","url":null,"abstract":"<div><div>The Early Childhood Development Index 2030 (ECDI2030) is a caregiver-reported tool designed to monitor progress toward Sustainable Development Goal target 4.2, which aims to ensure universal access to quality early childhood development (ECD), care, and pre-primary education to prepare children for primary education and inform national policies. Using the ECDI2030 through phone-based administration for remote data collection is expected to contribute to efficient evidence generation. However, the existing evidence for caregiver-reported ECD measures are exclusively drawn from studies on assessments through face-to-face interviews. We conducted a validation trial in Nepal, comparing randomly divided in-person and telephone interviews groups. The results support the concurrent validity of phone-based ECDI2030 scores for measuring ECD at a group level while highlighting administrative challenges specific to the phone-based method. This study contributes to the literature on ECD measurement and provides insights into the practical implications of different modes of data collection.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"84 ","pages":"Article 101428"},"PeriodicalIF":2.6,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143158303","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

Corrigendum to: “Building world class universities through innovative teaching governance” [Studies in Educational Evaluation Volume 70, (2021) 1–13/ 101031]

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-12-01 DOI: 10.1016/j.stueduc.2024.101427

Ignacio De los Ríos-Carmenado , Susana Sastre-Merino , Andr´es Díaz Lantada , Javier García-Martín , Priscila Nole Correa , Jorge E. P´erez-Martínez

引用次数: 0

A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations 关于高等教育真实评估的系统文献综述：培养 21 世纪技能的最佳实践与政策考虑

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-11-27 DOI: 10.1016/j.stueduc.2024.101425

Dimitrios Vlachopoulos , Agoritsa Makri

{"title":"A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations","authors":"Dimitrios Vlachopoulos , Agoritsa Makri","doi":"10.1016/j.stueduc.2024.101425","DOIUrl":"10.1016/j.stueduc.2024.101425","url":null,"abstract":"<div><div>Authentic assessment methods involve the application of real-world tasks to evaluate students’ knowledge, skills, and attitudes in a way that replicates actual situations in which those would be utilized. This paper systematically reviews relevant literature from various disciplines in higher education, focusing on the development of 21st-century skills that can enhance students’ employability. The main objectives are to explore both reported effective implementation strategies of authentic assessment and the implications across different stakeholder groups-students, teaching staff, and policy makers. A sample of 94 articles was identified following the predefined inclusion criteria. Findings indicate that authentic assessment enhances key employability skills; at the same time, challenges have been identified for its effective implementation, including resistance from some stakeholders and the need for adequate training and resources. This study opens avenues for future research, presenting potential directions, as well as practical implications and policy recommendations emerging from a comprehensive thematic analysis.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101425"},"PeriodicalIF":2.6,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142722614","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

Preservice teachers’ pedagogical and psychological knowledge: Structure and learning opportunities 职前教师的教育学和心理学知识：结构和学习机会

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-11-23 DOI: 10.1016/j.stueduc.2024.101424

Judith Pollmeier , Thilo Kleickmann , Friederike Zimmermann , Jens Möller , Olaf Köller

引用次数: 0

The effects of peer feedback provision and reception on lower-proficiency EFL learners’ writing development 同伴反馈的提供和接收对低水平英语学习者写作发展的影响

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-11-21 DOI: 10.1016/j.stueduc.2024.101422

Zeng Xiaomeng , Latha Ravindran

引用次数: 0

Assessment as learning: Evidence based on meta-analysis and quantitative ethnography research 评估即学习：基于荟萃分析和定量人种学研究的证据

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-11-18 DOI: 10.1016/j.stueduc.2024.101423

Yingchun Liu , Guangru Xu , Shuo Yuan , Chu Zhou , Chengliang Wang

{"title":"Assessment as learning: Evidence based on meta-analysis and quantitative ethnography research","authors":"Yingchun Liu , Guangru Xu , Shuo Yuan , Chu Zhou , Chengliang Wang","doi":"10.1016/j.stueduc.2024.101423","DOIUrl":"10.1016/j.stueduc.2024.101423","url":null,"abstract":"<div><div>Assessment is crucial to both effective teaching and learning. To provide theoretical foundations and practical suggestions for teachers designing and conducting assessment activities, this study used meta-analysis and quantitative ethnography to show how student’s participation in assessment activities could promote learning. The meta-analysis of 59 papers indicated that the overall effect of students’ participation in assessment activities on learning was significant (d = 0.578), moderated by several factors. Empirical research of three peer assessments of teaching ability with quantitative ethnography demonstrated that such participation could foster the development of students’ cognitive abilities and facilitate the progression from common sense to advanced cognitive abilities. Data analysis revealed that students’ participation in appropriate assessment activities was an effective learning process and could enhance cognitive abilities, which aligned with the concept of “assessment as learning.” These findings provide a basis for teachers to design rich and appropriate assessment activities.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101423"},"PeriodicalIF":2.6,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142706651","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