Studies in Educational Evaluation最新文献_第3页

Network, school, and student demographic level effects of a networked improvement community on student reading outcomes 网络、学校和学生人口统计水平对网络改进社区对学生阅读结果的影响

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-01-28 DOI: 10.1016/j.stueduc.2025.101451

Anna E. Premo , Christian Schunn

引用次数: 0

Evaluating text quality: Teachers’ perceptions about pupils’ writing 评价文本质量：教师对学生写作的看法

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-01-22 DOI: 10.1016/j.stueduc.2025.101444

Anat Stavans , Sara Zadunaisky Ehrlich

引用次数: 0

Checkbox grading of large-scale mathematics exams with multiple assessors: Field study on assessors’ inter-rater reliability, time investment and usage experience 多审核员的大规模数学考试的复选框评分：对审核员间可靠性、时间投入和使用经验的实地研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-01-16 DOI: 10.1016/j.stueduc.2024.101443

Filip Moons , Ellen Vandervieren , Jozef Colpaert

{"title":"Checkbox grading of large-scale mathematics exams with multiple assessors: Field study on assessors’ inter-rater reliability, time investment and usage experience","authors":"Filip Moons , Ellen Vandervieren , Jozef Colpaert","doi":"10.1016/j.stueduc.2024.101443","DOIUrl":"10.1016/j.stueduc.2024.101443","url":null,"abstract":"<div><div>Assessing exams with multiple assessors is challenging regarding inter-rater reliability and feedback. This paper presents ‘checkbox grading,’ a digital method where exam designers have predefined checkboxes with both feedback and associated partial grades. Assessors then tick the checkboxes relevant to a student solution. Dependencies between checkboxes ensure consistency among assessors in following the grading scheme. Moreover, the approach supports ‘blind grading’ by hiding the grades associated with the checkboxes, thus focusing assessors on the criteria rather than the scores. The approach was studied during a large-scale mathematics state exam. Results show that assessors perceived checkbox grading as very useful. However, compared to traditional grading—where assessors follow a correction scheme and communicate the resulting grade—more time is spent on checkbox grading, while both approaches are equally reliable. Blind grading improved inter-rater reliability for some tasks. Overall, checkbox grading might lead to a smoother process where feedback, not solely grades, is communicated to students.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101443"},"PeriodicalIF":2.6,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096893","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

A study on the effect of peer assessment on children's knowledge construction processes based on Epistemic Network Analysis 基于认知网络分析的同伴评价对儿童知识建构过程的影响研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-01-08 DOI: 10.1016/j.stueduc.2024.101441

Xia Zhang, Yan Wang, Hao Chen

{"title":"A study on the effect of peer assessment on children's knowledge construction processes based on Epistemic Network Analysis","authors":"Xia Zhang, Yan Wang, Hao Chen","doi":"10.1016/j.stueduc.2024.101441","DOIUrl":"10.1016/j.stueduc.2024.101441","url":null,"abstract":"<div><div>Peer assessment promotes the development of children's higher-order cognitive skills.This study used epistemic network analysis to implement a 12-week peer assessment teaching strategy in a first-grade art course at an elementary school in China. It aimed to explore the impact of peer assessment on children's knowledge construction process in an art course from a time-series perspective. The results show that:（1）Peer assessment is effective in enhancing children's deeper knowledge construction and helping them to construct knowledge on higher-order cognitive structures.（2）Children with different levels of metacognitive self-regulation focused on different elements of knowledge, and peer assessment had a more pronounced effect on the integrated and deeper construction of cognitive structures in children with high levels of metacognitive self-regulation.（3）There were differences in the elements of knowledge that children of different genders focused on at different stages of the curriculum process. However, the overall process of knowledge construction progressed from shallow to deep learning, with no significant gender differences in this progression. Our findings not only enrich the process of constructing knowledge through peer assessment for first-grade students in the art program, but also provide insights for art teachers and educators to carry out educational activities.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"84 ","pages":"Article 101441"},"PeriodicalIF":2.6,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143158305","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 impacts of self-monitoring prompt on provision and uptake of peer feedback and on revision performance: A mixed methods study 自我监控提示对同伴反馈的提供和吸收以及对复习成绩的影响：一项混合方法研究

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? 学生对同伴反馈的信念和取向能否预测同伴反馈的质量和感知？

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 探讨学生的情感、行为和认知参与与同伴英语写作反馈的关系

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 基于教师和成就标准的成人学习者在线自评的信度、效度和严格性

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 基于电话的儿童早期发展照护者报告得分的同时效度：来自尼泊尔儿童早期发展指数2030实施的证据

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] “通过创新教学治理建设世界一流大学”的勘误表[教育评估研究第70卷，（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