{"title":"Network, school, and student demographic level effects of a networked improvement community on student reading outcomes","authors":"Anna E. Premo , Christian Schunn","doi":"10.1016/j.stueduc.2025.101451","DOIUrl":"10.1016/j.stueduc.2025.101451","url":null,"abstract":"<div><div>Networked Improvement Communities, or NICs, are a type of research-practice partnership that have become a popular approach to large-scale educational change. Despite the growing prevalence of NICs in education, however, there is little research on their effects on student outcomes, particularly with attention to their multi-level complexity and whether they lead to more equitable outcomes. In this study, we test an approach for evaluating the effects of network participation on the growth of student reading outcomes in a large NIC relative to a set of matched non-network schools. Overall, schools participating in the NIC showed growth in reading outcomes that outpaced matched schools in the state by an additional 5 %. Benefits varied by school, which could be explained by levels of teacher participation and depth of implementation. In addition, historically disadvantaged students especially benefited from NIC participation.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101451"},"PeriodicalIF":2.6,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096966","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}
{"title":"Evaluating text quality: Teachers’ perceptions about pupils’ writing","authors":"Anat Stavans , Sara Zadunaisky Ehrlich","doi":"10.1016/j.stueduc.2025.101444","DOIUrl":"10.1016/j.stueduc.2025.101444","url":null,"abstract":"<div><div>This study provides a view of elementary school experienced and novice teachers’ perceptions on text quality evaluation of written products in Israel. Questionnaires explored: the perceptions of general elements adjudicated to text quality, a holistic textbased teachers’ evaluation concomitant with experts’ evaluation, and texts quality textual and linguistic indicators concordant with the experts’ ranking of the same texts. Questionnaires were collected from 204 participants (101 teacher-trainees of Elementary Education (TT), and 103 in-service teachers (T) in Elementary schools in Central Israel). The findings show that experienced (T) and novice (TT) teachers share knowledge about text quality when incipient writers are concerned. T’s evaluations diverged from the experts’ evaluations because they evaluate both process and product grounded in their knowledge and experience with writing stages of development underlying text production at different grade levels. TT converge with the experts’ “objective” evaluation because they focus on the text product.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101444"},"PeriodicalIF":2.6,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096894","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}
{"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}
{"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}
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}
{"title":"Do students’ beliefs and orientations toward peer feedback predict peer feedback quality and perceptions?","authors":"Martin Greisel , Julia Hornstein , Ingo Kollar","doi":"10.1016/j.stueduc.2024.101438","DOIUrl":"10.1016/j.stueduc.2024.101438","url":null,"abstract":"<div><div>The effectiveness of peer feedback is likely to depend on beliefs and orientations toward peer feedback. Therefore, we investigate to what extent they predict (a) the quality of the feedback that students provide to their peers and (b) the perceived adequacy of the feedback they receive from their peers. <em>N</em> = 254 pre-service teachers reported their beliefs and orientations, provided feedback, and processed the feedback they received. Regression analyses showed that beliefs and orientations were not associated with the quality of the provided feedback and that valuation of peer feedback as important skill and receptivity significantly predicted perceived feedback adequacy. The lack of associations when providing feedback might indicate that peer feedback as instructional context can provide external scaffolding to an extent that almost levels individual differences in beliefs towards peer feedback providing. Our results imply that training and instruction should mainly focus on fostering motivation for feedback reception.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"84 ","pages":"Article 101438"},"PeriodicalIF":2.6,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143158301","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}
{"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}
{"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}
{"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}
Ignacio De los Ríos-Carmenado , Susana Sastre-Merino , Andr´es Díaz Lantada , Javier García-Martín , Priscila Nole Correa , Jorge E. P´erez-Martínez
{"title":"Corrigendum to: “Building world class universities through innovative teaching governance” [Studies in Educational Evaluation Volume 70, (2021) 1–13/ 101031]","authors":"Ignacio De los Ríos-Carmenado , Susana Sastre-Merino , Andr´es Díaz Lantada , Javier García-Martín , Priscila Nole Correa , Jorge E. P´erez-Martínez","doi":"10.1016/j.stueduc.2024.101427","DOIUrl":"10.1016/j.stueduc.2024.101427","url":null,"abstract":"","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101427"},"PeriodicalIF":2.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179364","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}