Studies in Educational Evaluation最新文献_第2页

On the quantitative analysis of assessment scores with implicit and explicit constraints 论内隐约束和外显约束下测评分数的定量分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-08-19 DOI: 10.1016/j.stueduc.2025.101509

Sanjeeb Shrestha , Xiaoying Kong , Paul Kwan

{"title":"On the quantitative analysis of assessment scores with implicit and explicit constraints","authors":"Sanjeeb Shrestha , Xiaoying Kong , Paul Kwan","doi":"10.1016/j.stueduc.2025.101509","DOIUrl":"10.1016/j.stueduc.2025.101509","url":null,"abstract":"<div><div>Overrating or underrating assessment scores is common in educational settings. Solutions include rubrics, marker training, and moderation. A less common approach is score standardisation due to perceived complexity and challenges in maintaining the integrity of the original data. This paper presents a standardisation approach for assessment scores that transforms original data into final scores subject to implicit and explicit constraints. Scores from a unit administered under similar marking standards and policies at two campuses is used for verification. Implicit constraints address anomalies like diverse assessors, leniency, harshness in marking, and design variations. Explicit constraints arise from institutional policies and practices. We propose an analytical expression for transforming raw to final scores that preserves raw data's integrity while varying the standard deviation to satisfy constraints. A data filtering algorithm is applied to remove redundant and null scores. Verification reveals that the approach produces a Z-statistical score of 1.63, demonstrating comparable distributions.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101509"},"PeriodicalIF":2.6,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866910","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

Profiling the differences in strategy use in online multimodal reading: Associations with self-efficacy and reading task performance 在线多模态阅读中策略使用的差异分析：与自我效能感和阅读任务表现的关系

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-08-19 DOI: 10.1016/j.stueduc.2025.101507

Siyu Zhu , Xinhua Zhu , Yuan Yao , Choo Mui Cheong

{"title":"Profiling the differences in strategy use in online multimodal reading: Associations with self-efficacy and reading task performance","authors":"Siyu Zhu , Xinhua Zhu , Yuan Yao , Choo Mui Cheong","doi":"10.1016/j.stueduc.2025.101507","DOIUrl":"10.1016/j.stueduc.2025.101507","url":null,"abstract":"<div><div>In today’s digital era, students must use effective strategies to comprehend multimodal texts online. International language curriculum and assessment programs (e.g., PIRLS and PISA) have advanced to evaluate students’ reading performance in this regard. However, research is lacking on how these strategies relate to reading performance, especially in assessments. Existing literature has also overlooked the role of psychological factors, such as self-efficacy. This study addresses these gaps with 280 fourth-grade students in Hong Kong answering a questionnaire and an online multimodal reading task. Latent profile analysis was used, and three distinct profiles of the strategy use were found. Further analysis revealed positive but not necessarily significant relationships between reading strategy use profiles and reading performance. Varying roles of self-efficacy beliefs was also found to influence students’reading strategy use profiles. The study concludes with pedagogical implications for fostering competent multimodal readers and the theoretical contribution to the literature.</div></div><div><h3>Data Availability</h3><div>The data used in this study will be available upon request.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101507"},"PeriodicalIF":2.6,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866911","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

Growth teaching mindset and work engagement: The chain mediating roles of professional development and teaching self-efficacy 成长型教学心态与工作投入：专业发展与教学自我效能感的链式中介作用

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-08-18 DOI: 10.1016/j.stueduc.2025.101506

S. Yahya Hejazi , Majid Sadoughi

{"title":"Growth teaching mindset and work engagement: The chain mediating roles of professional development and teaching self-efficacy","authors":"S. Yahya Hejazi , Majid Sadoughi","doi":"10.1016/j.stueduc.2025.101506","DOIUrl":"10.1016/j.stueduc.2025.101506","url":null,"abstract":"<div><div>Teaching English as a second/foreign language (L2) is a demanding profession often accompanied by emotional and professional challenges. Given the protective role of work engagement in fostering teacher well-being and effectiveness, this study explored one of its potential antecedents: growth teaching mindset, i.e., teachers’ beliefs in malleability of their teaching skills. Specifically, it examined whether professional development (PD) and teaching self-efficacy sequentially mediate the relationship between growth teaching mindset and work engagement. Data were collected from 263 teachers and analyzed using structural equation modelling (SEM). Results showed that growth teaching mindset positively predicted work engagement both directly and indirectly. Teachers with stronger growth beliefs reported greater participation in PD activities and higher self-efficacy, which consequently enhanced their engagement. These findings suggest that cultivating growth-oriented beliefs and investing in continuous PD opportunities can strengthen teacher engagement. Language centers are recommended to promote such beliefs among their pre-service and in-service teachers through targeted institutional support and training.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101506"},"PeriodicalIF":2.6,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866909","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’ multicultural attitudes and the role of background characteristics 学生的多元文化态度与角色背景特征

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-08-16 DOI: 10.1016/j.stueduc.2025.101505

Demos Michael , Leonidas Kyriakides

{"title":"Students’ multicultural attitudes and the role of background characteristics","authors":"Demos Michael , Leonidas Kyriakides","doi":"10.1016/j.stueduc.2025.101505","DOIUrl":"10.1016/j.stueduc.2025.101505","url":null,"abstract":"<div><div>In recent years, global efforts have intensified to foster inclusive school environments and promote positive attitudes toward diversity. This study examines certain aspects of validity of an instrument designed to measure students’ multicultural attitudes and investigates the influence of students’ background characteristics. Using data from 450 secondary education students, Confirmatory Factor Analyses confirmed that the Munroe Multicultural Attitude Scale Questionnaire (MASQUE; Munroe & Pearson, 2006) consistently measures the underlying constructs (i.e., cognitive, affective, and behavioral domains) within the examined context, as theoretically proposed. Structural regressions revealed that immigrant background and language had no significant impact on students’ multicultural attitudes, but gender did, with female students exhibiting higher scores. Social desirability bias was also detected in students’ responses related to the affective and behavioral, but not the cognitive component of multicultural attitudes. The findings contribute to the research on multicultural instrumentation, with implications for theory, research, and practice.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101505"},"PeriodicalIF":2.6,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144852922","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

How perceived teaching autonomy predicts job satisfaction in China: The mediating role of self-efficacy and the moderating role of school climate 中国教师自主感知对工作满意度的影响：自我效能感的中介作用和学校氛围的调节作用

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-08-14 DOI: 10.1016/j.stueduc.2025.101498

Zhiyong Xie, Xueqiang Zou

引用次数: 0

Teachers’ effective teaching behaviour during team teaching: A video-based observation study 团队教学中教师有效教学行为：基于视频的观察研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-08-01 DOI: 10.1016/j.stueduc.2025.101494

Aron Decuyper , Mathea Simons , Ruben Vanderlinde

引用次数: 0

The HSTA logic model: A comparative analysis of psychometric outcomes for predicting academic and life success HSTA逻辑模型：预测学业和生活成功的心理测量结果的比较分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-31 DOI: 10.1016/j.stueduc.2025.101492

Sherron Benson McKendall , Alan McKendall , Michael Mann , Alfgeir Kristjansson , Catherine Morton , Summer Kuhn , Merge McMillion , Ann Chester

引用次数: 0

School performance and inequality of opportunities in Latin America 拉丁美洲的学校表现与机会不平等

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-30 DOI: 10.1016/j.stueduc.2025.101497

Juliane Borchers , Marina Silva da Cunha

{"title":"School performance and inequality of opportunities in Latin America","authors":"Juliane Borchers , Marina Silva da Cunha","doi":"10.1016/j.stueduc.2025.101497","DOIUrl":"10.1016/j.stueduc.2025.101497","url":null,"abstract":"<div><div>This research investigates the main determinants of educational outcomes for students aged 15–16 in Latin America, aiming to identify differences among countries. To achieve this, data from the 2018 Programme for International Student Assessment (PISA) were examined using the education production function and multilevel regression, considering both the impacts created by schools and the characteristics of students and their families, as well as in-school process variables such as instructional practices and learning environment dynamics. Not only do the results show differences in school performance in Latin American countries, but also that failing grades and insecurity faced by the students worsen school performance. On the other hand, studying at a school located in a medium-to-large city increases students' performance in the skills tested. Moreover, family background has a significant impact on students' academic performance, suggesting profound inequalities of opportunities in Latin American countries. The results show that, in addition to socioeconomic and school-related factors, process variables play a relevant role in explaining academic performance: a positive classroom climate and adaptive instruction are associated with higher performance, especially in reading and mathematics, while negative perceptions of teacher feedback correlate with lower performance, particularly among more disadvantaged students.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101497"},"PeriodicalIF":2.6,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739605","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

Less alarming than assumed: New insights on diversion effects in German secondary education 没有想象的那么令人担忧：关于德国中学教育转移效应的新见解

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-26 DOI: 10.1016/j.stueduc.2025.101495

Felix Bittmann

引用次数: 0

Teacher assessment literacy, formative assessment practices, and their perceived efficacy in Tanzania: A scoping review 坦桑尼亚教师评估素养、形成性评估实践及其感知效能：范围审查

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-07-25 DOI: 10.1016/j.stueduc.2025.101496

Rajabu Abdalah Shafii , Jean-Louis Berger

{"title":"Teacher assessment literacy, formative assessment practices, and their perceived efficacy in Tanzania: A scoping review","authors":"Rajabu Abdalah Shafii , Jean-Louis Berger","doi":"10.1016/j.stueduc.2025.101496","DOIUrl":"10.1016/j.stueduc.2025.101496","url":null,"abstract":"<div><div>This scoping review explored the formative assessment (FA) practices, assessment literacy, and perceived efficacy in assessment practices of teachers in Tanzania and synthesised the evidence from 41 studies published between 2005 and 2024. The results highlight key FA strategies, such as feedback practice, questioning, peer and self-assessments, and clarifying learning intentions and success criteria. The results indicate that teachers’ FA practices are constrained by inadequate assessment literacy, large class sizes, resource shortage, and the dominance of traditional assessment approaches geared towards national examinations. Despite curriculum reforms emphasising FA, traditional teacher-centred methods remain prevalent. This review underscores the need for professional development and policy initiatives that strengthen knowledge of assessment and the confidence of teachers in adopting assessment practices. The dynamic approach to teacher professional development is recommended to meet specific teacher’s needs and embedded in daily teaching practices to support effective implementation of FA and to improve student learning outcomes.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101496"},"PeriodicalIF":2.6,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702864","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