Studies in Educational Evaluation最新文献_第2页

Re-imagining educational quality. The need for a multidimensional approach in evaluating educational quality through TIMSS data 重新认识教育质量。通过 TIMSS 数据评估教育质量需要多维方法

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-10-22 DOI: 10.1016/j.stueduc.2024.101409

Lies Appels , Sven De Maeyer , Peter Van Petegem

引用次数: 0

Comparing the reliability of performance task scores obtained from rating scale and analytic rubric using the generalizability theory 利用概括性理论比较评分表和分析评分表得出的绩效任务分数的可靠性

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-10-19 DOI: 10.1016/j.stueduc.2024.101413

Funda Nalbantoğlu Yılmaz

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Interconnecting peer feedback literacy: Exploring the relationship between providing and acting on peer feedback 相互联系的同伴反馈素养：探索提供同伴反馈与根据同伴反馈采取行动之间的关系

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-10-15 DOI: 10.1016/j.stueduc.2024.101411

Yi Zhang , Christian D. Schunn , Yong Wu

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Self-regulated learning in secondary school: Students’ self-feedback in a peer observation programme 中学的自我调节学习：学生在同伴观察计划中的自我反馈

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-10-14 DOI: 10.1016/j.stueduc.2024.101407

Ana Cristina Torres , Marina Duarte , Daniela Pinto , Ana Mouraz

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引用次数: 0

Peer feedback in higher education: How students’ roles affect providing and receiving feedback 高等教育中的同伴反馈：学生的角色如何影响反馈的提供和接收

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-10-05 DOI: 10.1016/j.stueduc.2024.101408

Milan Stančić, Vladeta Milin, Andrea Gašić

引用次数: 0

Sentiment analysis of student feedback: A comparative study employing lexicon and machine learning techniques 学生反馈的情感分析：采用词典和机器学习技术的比较研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-10-02 DOI: 10.1016/j.stueduc.2024.101406

Charalampos Dervenis , Giannis Kanakis , Panos Fitsilis

{"title":"Sentiment analysis of student feedback: A comparative study employing lexicon and machine learning techniques","authors":"Charalampos Dervenis , Giannis Kanakis , Panos Fitsilis","doi":"10.1016/j.stueduc.2024.101406","DOIUrl":"10.1016/j.stueduc.2024.101406","url":null,"abstract":"<div><div>One of the most pressing concerns in contemporary education examines the integration of big data and artificial intelligence methodologies to enhance the educational learning outcome. Towards that purpose, it is imperative to leverage the unstructured data originating from student feedback, particularly in the form of comments to open-ended questions aiming to extract emotions and opinions conveyed within their messages. Our research goal is to ascertain the most efficient approach to tackle this difficult task by conducting a comparison of sentiment analysis methods, including Machine Learning (ML) and Lexicon based models. Both lexicon based and machine learning approaches were implemented using an open source data mining platform while also utilizing student comments submitted at the end of academic semesters. Our study reveals a promising approach that effectively addresses the issue at hand, particularly within the domain of educational data. Additionally, it emphasizes the key aspects that led to the selection of this approach effectively highlighting the weaknesses and strengths inherent in each method</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101406"},"PeriodicalIF":2.6,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425076","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 impact of peer assessment design on interpersonal processes: A systematic review 同伴评估设计对人际交往过程的影响：系统回顾

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-26 DOI: 10.1016/j.stueduc.2024.101405

Morgane Senden, Liesje Coertjens

{"title":"The impact of peer assessment design on interpersonal processes: A systematic review","authors":"Morgane Senden, Liesje Coertjens","doi":"10.1016/j.stueduc.2024.101405","DOIUrl":"10.1016/j.stueduc.2024.101405","url":null,"abstract":"<div><div>Peer assessment can have a very positive impact on students’ learning. However, it also poses some challenges such as trust issues, concerns about its fairness, feelings of discomfort, etc. It is known that the interpersonal processes of peer assessment can affect its outcomes. However, it is less clear how peer assessment should be implemented to prevent this. In this article, we reviewed 27 studies that have investigated how the instructional design elements of peer assessment influence interpersonal processes. A literature search was carried out on Scopus, PsycINFO, and Eric with a search string composed of three parts with keywords linked to (1) peer assessment, (2) educational contexts, and (3) interpersonal processes. The 14,552 retrieved records were screened in terms of the inclusion criteria, which resulted in 27 studies being included and analysed through a narrative synthesis. The results revealed that the three most commonly-investigated design elements were privacy, format, and training. Privacy seems to have a positive impact on some interpersonal processes, but a detrimental effect on others. Concerning format, studies suggest that increased amounts of guidance are associated with a positive impact on interpersonal processes, but this result must be interpreted with caution due to the limitations of the studies’ research designs. The use of training seems to be beneficial in minimising the negative effects of interpersonal processes. Finally, no conclusion could be drawn on three other design elements that were only investigated in one study each, and with weak research designs. These results allowed us to draw important recommendations for practitioners implementing peer assessment and to identify gaps and needs that could inform future research.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101405"},"PeriodicalIF":2.6,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142322882","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

Exploring the suitability of self-reports to gain insights into teachers’ technological pedagogical knowledge 探索自我报告是否适合深入了解教师的技术教学知识

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-19 DOI: 10.1016/j.stueduc.2024.101402

Franziska Baier-Mosch , Lukas Schulze-Vorberg , Holger Horz , Mareike Kunter

{"title":"Exploring the suitability of self-reports to gain insights into teachers’ technological pedagogical knowledge","authors":"Franziska Baier-Mosch , Lukas Schulze-Vorberg , Holger Horz , Mareike Kunter","doi":"10.1016/j.stueduc.2024.101402","DOIUrl":"10.1016/j.stueduc.2024.101402","url":null,"abstract":"<div><div>Teachers need high technological pedagogical knowledge (TPK) to integrate digital technology effectively into their teaching. The valid assessment of teachers’ TPK is important so that researchers can investigate its development and impact on student outcomes. However, providing validity evidence for frequently used TPK self-report scales is challenging. Previous studies have indicated only weak correlations between these scales and tests. It remains open whether low correlations are due to method-specific biases of the self-reports or the fact that self-reports and tests measure different constructs (generalized knowledge/self-efficacy vs. specific knowledge). We investigated the relationship between self-report scales and tests of two aspects of teachers’ TPK – TPK-teaching and learning and TPK-classroom management – in a sample of 238 in-service teachers. Results showed that the TPK self-report scales seemed to measure a different construct (more generalized knowledge) than the tests and that low correlations cannot simply be explained by self-report method-specific biases.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101402"},"PeriodicalIF":2.6,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000816/pdfft?md5=0f3bcb8e4fcb832eb5f927ad6c20eb5e&pid=1-s2.0-S0191491X24000816-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142310772","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

Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry 在以过程为导向的 L2 写作中，学生对在线同伴反馈的看法：定性调查

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-17 DOI: 10.1016/j.stueduc.2024.101403

Pelin Irgin , Zeynep Bilki

{"title":"Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry","authors":"Pelin Irgin , Zeynep Bilki","doi":"10.1016/j.stueduc.2024.101403","DOIUrl":"10.1016/j.stueduc.2024.101403","url":null,"abstract":"<div><p>Peer feedback has been of paramount importance in second language (L2) writing given that L2 learners especially need the facilitative role of feedback in improving their writing skills. Despite recent research highlighting the benefits of peer feedback in L2 writing, there is a call for more qualitative studies situated in classroom contexts to explore the continuous flow of peer feedback in a social community including technology-enhanced interactive social settings. This case study takes the students at a university in Turkey as the center of the peer feedback process and explores how L2 writers (n = 35) using student blogs for online peer evaluation in the naturalistic setting of an academic writing course perceive online peer feedback in L2 writing. This qualitative study adopted a case study design using the data from students’ essays (210 essays), blog-mediated peer comments (on 35 student blogs), and self-reflection papers (105 reflections). The data was analyzed through Braun and Clarke’s inductive thematic analysis. The analysis resulting in four themes revealed that peer feedback experienced in an online writing community improved students’ ability to perceive and use feedback effectively by creating opportunities for a shared understanding of peer feedback and establishing a writing community and also enhanced students’ critical thinking skills as an essential aspect of the writing process. This study provides insights into the student experience of online peer feedback in L2 writing, highlighting the importance of creating a supportive and collaborative learning environment to foster effective feedback practices and enhance the students’ L2 writing skills.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101403"},"PeriodicalIF":2.6,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000828/pdfft?md5=cff1f7eaaeb5452c090472e6bd3c9b91&pid=1-s2.0-S0191491X24000828-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243320","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

The role of item format in the PISA 2018 mathematics literacy assessment: A cross-country study 项目格式在 PISA 2018 数学素养评估中的作用：跨国研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-14 DOI: 10.1016/j.stueduc.2024.101401

Kseniia Marcq , Erika Jassuly Chalén Donayre , Johan Braeken

{"title":"The role of item format in the PISA 2018 mathematics literacy assessment: A cross-country study","authors":"Kseniia Marcq , Erika Jassuly Chalén Donayre , Johan Braeken","doi":"10.1016/j.stueduc.2024.101401","DOIUrl":"10.1016/j.stueduc.2024.101401","url":null,"abstract":"<div><p>When construct-irrelevant sources affect item difficulty, validity of the assessment is compromised. Using responses of 260000 students from 71 countries to the Programme for International Student Assessment (PISA) 2018 mathematics assessment and cross-classified mixed effects models, we examined three validity concerns associated with the construct-irrelevant factor, item format: whether the format influenced item difficulty, whether item format’s impact on difficulty varied across countries, undermining PISA’s foundational goal of meaningful country comparisons, and whether item format effects differed between genders, affecting assessment fairness. Item format contributed to a substantial average of 12 % of variance in item difficulties. The effect of item format was non-uniform across countries, with 30 % of the variance in item difficulties being due to format in lower-performing countries, and 10 % in higher-performing countries, challenging the comparability of educational outcomes. The impact of gender on item format differences was minor. Implications for secondary research and assessment design are discussed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101401"},"PeriodicalIF":2.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000804/pdfft?md5=508c28bd0233e2005407a3aeaf5ccee2&pid=1-s2.0-S0191491X24000804-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229772","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