Studies in Educational Evaluation最新文献_第3页

Curriculum standardization, central exams and achievement inequalities in primary education: A cross-national longitudinal study 课程标准化、中央考试与小学教育成绩不平等：一项跨国纵向研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-02-07 DOI: 10.1016/j.stueduc.2026.101570

Nathalie Vigna, Giuliana Parente, Moris Triventi

{"title":"Curriculum standardization, central exams and achievement inequalities in primary education: A cross-national longitudinal study","authors":"Nathalie Vigna, Giuliana Parente, Moris Triventi","doi":"10.1016/j.stueduc.2026.101570","DOIUrl":"10.1016/j.stueduc.2026.101570","url":null,"abstract":"<div><div>This study examines whether standardization increases academic performance and reduces achievement inequalities in primary education. We analyze standardization from a multidimensional perspective, considering educational inputs, such as the national curriculum, and outputs, such as central exams.</div><div>We use data from the Progress in International Reading Literacy Study (PIRLS) for 2006, 2011, and 2016, covering 43 countries and nearly 700,000 fourth-grade students. For each country and year, we construct a novel index of curriculum standardization and examine the presence of central exams. Using an innovative two-step multilevel meta-regression strategy, we assess the role of standardization in shaping average reading performance and multiple measures of test score inequality.</div><div>Results reveal substantial cross-national differences in standardization practices but no consistent relationship between curricular or assessment standardization and reading proficiency or inequality. Although within-country temporal variation is limited, findings remain robust across specifications, challenging the assumption that standardization alone promotes educational equity or effectiveness in primary education.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101570"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146172975","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

What are the factors that acquire or maintain academic resilience? The case of South Korean middle schools 获得或保持学业弹性的因素是什么？以韩国中学为例

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-02-13 DOI: 10.1016/j.stueduc.2026.101580

Sejin Park , Youngeun An

引用次数: 0

Assessing school readiness domains in a large cohort of refugee children: Validation and links with family factors 评估大批难民儿童的入学准备领域：验证及其与家庭因素的联系

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2025-12-30 DOI: 10.1016/j.stueduc.2025.101557

Alexandra Cheah , Kimberley Kong , Jean Anne Heng , Katharina Ereky-Stevens , Iram Siraj

{"title":"Assessing school readiness domains in a large cohort of refugee children: Validation and links with family factors","authors":"Alexandra Cheah , Kimberley Kong , Jean Anne Heng , Katharina Ereky-Stevens , Iram Siraj","doi":"10.1016/j.stueduc.2025.101557","DOIUrl":"10.1016/j.stueduc.2025.101557","url":null,"abstract":"<div><div>Despite the growing global presence of refugee populations, few validated tools exist to assess early learning and development in these contexts. This study examined the use of the International Development and Early Learning Assessment (IDELA) with a large sample of 1033 refugee children aged 4–6 years living in Malaysia, a non-resettlement, low- to middle-income country. Using Rasch modelling, we evaluated the psychometric properties of IDELA and found strong person and item reliability, acceptable item fit, and good evidence of unidimensionality, although some item redundancy was observed. Further, children's school readiness scores were significantly associated with child gender and age, as well as maternal and paternal demographic characteristics (age, education, literacy), but not father employment or occupation type. These findings provide preliminary validation for IDELA’s use in refugee settings and underscore its potential as a culturally adaptable, low-cost tool for assessing development in underserved populations.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101557"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884394","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

Construct validity of a mixed-worded mathematics confidence scale: Relations with mathematics achievement in TIMSS 2019 混合词数学信心量表的建构效度：与TIMSS 2019数学成绩的关系

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-01-19 DOI: 10.1016/j.stueduc.2026.101562

Lena Asp

{"title":"Construct validity of a mixed-worded mathematics confidence scale: Relations with mathematics achievement in TIMSS 2019","authors":"Lena Asp","doi":"10.1016/j.stueduc.2026.101562","DOIUrl":"10.1016/j.stueduc.2026.101562","url":null,"abstract":"<div><div>This study examines the construct validity of the mathematics confidence scale in the Swedish TIMSS 2019 fourth-grade data, addressing a methodological gap in educational effectiveness research, conducting secondary analyses of international large-scale assessments (ILSAs). Previous research has operationalised the mathematics confidence construct in various ways. Although ISLA data provide robust measures, self-report scales require validation for method effects and linguistic equivalence across cultures. Using confirmatory factor analysis and bifactor exploratory structural equation modelling, this study examined the factorial structure and translation equivalence of the mathematics confidence scale to validate its operationalisation for further analyses. Results indicated method effects associated with mixed-worded items, suggesting that linguistic complexity may compromise validity. Structural equation models confirmed a significant relationship between mathematics confidence and achievement, yet model fit, and strength of relationships varied across operationalisations. The findings underscore the importance of construct validation in ILSA-based secondary analyses and call for greater attention to translation equivalence and item wording.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101562"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022536","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

Developing a basic eligibility test for tertiary education – Conceptual and methodological challenges 制定高等教育基本资格考试——概念和方法上的挑战

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.stueduc.2026.101569

Gudrun Erickson , Frank Bach , Jan-Eric Gustafsson , Jörgen Tholin

引用次数: 0

Evaluating inclusive school practices: A multilevel analysis of teacher readiness, climate, and student outcomes 评估包容性学校实践：教师准备、氛围和学生成果的多层次分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2025-12-04 DOI: 10.1016/j.stueduc.2025.101542

Mahmoud Emam , Laila Z. Al-Salmi , Wafaa Mohammed Moawad Abd-El-Aal , Adel Hemdan

{"title":"Evaluating inclusive school practices: A multilevel analysis of teacher readiness, climate, and student outcomes","authors":"Mahmoud Emam , Laila Z. Al-Salmi , Wafaa Mohammed Moawad Abd-El-Aal , Adel Hemdan","doi":"10.1016/j.stueduc.2025.101542","DOIUrl":"10.1016/j.stueduc.2025.101542","url":null,"abstract":"<div><div>This study investigates how teacher knowledge and attitudes toward inclusive education are associated with student outcomes, with inclusive school climate serving as a mediating mechanism. Drawing on data from 143 teachers and 2747 students across 31 Omani public schools, a multilevel structural equation modeling (MSEM) approach was used to assess cross-level effects. The findings reveal that both teacher knowledge and attitudes are associated with perceptions of inclusive school climate, which in turn is associated with student attitudes and experiences of inclusion. The study supports the view that that inclusive education is co-constructed across individual and institutional levels and underscores the pivotal role of school climate in linking teacher dispositions with student-level equity outcomes. Implications are discussed for teacher training, leadership development, and systemic reform in Oman and similar contexts. These results highlight the importance of building inclusive school environments that align teacher readiness with student inclusion, advancing equity-oriented educational practice.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101542"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145685295","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 short- and long-term impact of teacher formal certification on students’ school outcomes: A propensity weighting approach 教师正规认证对学生学业成绩的短期和长期影响：倾向加权法

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-01-27 DOI: 10.1016/j.stueduc.2026.101567

Kajsa Yang Hansen , Stefan Johansson

引用次数: 0

Breaking new ground in PE evaluation: A novel QFD-fuzzy TOPSIS fusion model for kindergarten curriculum quality assessment 体育评价的新突破：一种新的qfd -模糊TOPSIS融合模型用于幼儿园课程质量评价

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-02-03 DOI: 10.1016/j.stueduc.2026.101565

Jing Ning , JIAWEI LIU

{"title":"Breaking new ground in PE evaluation: A novel QFD-fuzzy TOPSIS fusion model for kindergarten curriculum quality assessment","authors":"Jing Ning , JIAWEI LIU","doi":"10.1016/j.stueduc.2026.101565","DOIUrl":"10.1016/j.stueduc.2026.101565","url":null,"abstract":"<div><div>The quality of kindergarten curricula is fundamental to promoting the holistic development of young children. However, existing physical education (PE) curriculum evaluation systems often face challenges due to the strong subjectivity of evaluation criteria and insufficient methodological systematization. To address these limitations, this study introduces an innovative integrated model combining Quality Function Deployment (QFD) and the Fuzzy Technique for Order Preference by Similarity to Ideal Solution (Fuzzy TOPSIS) for assessing the quality of kindergarten PE curricula. This framework first employs QFD to systematically identify and translate the curriculum needs of diverse stakeholders—including parents, teachers, and administrators—into precise, quantifiable evaluation indicators. Subsequently, the Fuzzy TOPSIS method is applied to process the evaluation data, aiming to enhance the comprehensiveness and objectivity of the assessment framework. Comprehensiveness is achieved through QFD's systematic translation of multi-stakeholder requirements, while objectivity is ensured by Fuzzy TOPSIS quantifying uncertainties inherent in the evaluation, supported by a hybrid weighting method combining subjective and objective elements. Empirical validation involving five representative kindergartens demonstrates that this model not only provides relatively scientific and accurate assessments of PE curriculum quality but also precisely identifies specific strengths and weaknesses of the curricula, thereby generating actionable recommendations for improvement. Through this pioneering approach, this study contributes to advancing early childhood PE curriculum evaluation practices and provides support for enhancing the quality standards of kindergarten PE curricula.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101565"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146172974","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

Overrepresentation of female teachers in secondary education and gender achievement gaps in PISA 2022 在2022年国际学生评估项目中，中学教育中女教师的比例过高以及性别成就差距

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2025-12-02 DOI: 10.1016/j.stueduc.2025.101544

Hans Luyten

引用次数: 0

AI and human scoring for postgraduate writing: Evaluating score reliability, variability, and rater behaviours 研究生写作的人工智能和人类评分：评估得分可靠性、可变性和评分者行为

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-02-11 DOI: 10.1016/j.stueduc.2026.101572

Turgay Han , Ying Zheng

{"title":"AI and human scoring for postgraduate writing: Evaluating score reliability, variability, and rater behaviours","authors":"Turgay Han , Ying Zheng","doi":"10.1016/j.stueduc.2026.101572","DOIUrl":"10.1016/j.stueduc.2026.101572","url":null,"abstract":"<div><div>This study examines the reliability and consistency of AutoMarkGPT, a customized version of ChatGPT-4.0, in scoring postgraduate writing assignments across multiple time intervals. While Automated Writing Evaluation (AWE) tools and AI models are increasingly utilized in educational contexts, prior research has largely relied on standard models and one-time scoring sessions. Addressing this gap, the study compares AutoMarkGPT’s performance with that of four human raters who assessed the same 97 assignments. Employing a convergent parallel mixed-methods design, the research integrates quantitative analysis, including t-tests, correlations, and Many-Facet Rasch Measurement via Facets, with qualitative data from post-rating interviews. Results reveal that AutoMarkGPT provided more consistent and generally higher scores than human raters, who demonstrated stricter grading and greater variability due to subjective factors, such as rubric interpretation and professional background. However, AI showed mild fluctuations in scores over time. Findings suggest that blending AI and human input could enhance assessment reliability, provided continuous rater training is ensured.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101572"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146172976","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