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Studies in Educational Evaluation最新文献

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Hitting the mark? A user perspective on the relevance and irrelevance of school performance indicators 命中目标？从用户角度看学校绩效指标的相关性和无关性
IF 2.6 2区 教育学
Studies in Educational Evaluation Pub Date : 2024-11-06 DOI: 10.1016/j.stueduc.2024.101416
Roos Van Gasse, Evelyn Goffin, Laura Peeters, Jan Vanhoof
{"title":"Hitting the mark? A user perspective on the relevance and irrelevance of school performance indicators","authors":"Roos Van Gasse,&nbsp;Evelyn Goffin,&nbsp;Laura Peeters,&nbsp;Jan Vanhoof","doi":"10.1016/j.stueduc.2024.101416","DOIUrl":"10.1016/j.stueduc.2024.101416","url":null,"abstract":"<div><div>Many educational systems implemented standardized tests to monitor educational quality and provide schools with performance feedback. However, one of the key characteristics that influence if and how users use such feedback is its perceived relevance. Adding to the current state of the art, this study brings in a situational perspective in the perceived relevance of performance indicators. By means of 19 in-depth interviews, this study provides insights into which feedback indicators are perceived as relevant or irrelevant and why they are. The results show that feedback relevance is not only determined by performance feedback as such, but also by the user that makes sense of it and the context in which users operate. Therefore, feedback designers face the challenge of integrating these different perspectives to facilitate actual feedback use and school improvement.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101416"},"PeriodicalIF":2.6,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592822","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
Predicting the Mathematics Literacy of Resilient Students from High‐performing Economies: A Machine Learning Approach 预测来自绩优经济体的适应性强的学生的数学素养：机器学习方法
IF 2.6 2区 教育学
Studies in Educational Evaluation Pub Date : 2024-11-04 DOI: 10.1016/j.stueduc.2024.101412
Yimei Zhang, Maria Cutumisu
{"title":"Predicting the Mathematics Literacy of Resilient Students from High‐performing Economies: A Machine Learning Approach","authors":"Yimei Zhang,&nbsp;Maria Cutumisu","doi":"10.1016/j.stueduc.2024.101412","DOIUrl":"10.1016/j.stueduc.2024.101412","url":null,"abstract":"<div><div>Mathematics is a crucial yet challenging subject for all students. Therefore, it is important to understand the role of academic resilience in mathematics, which enables students to overcome academic challenges. This study applied two machine learning algorithms, Lasso Regression (LR) and Random Forest (RF), to predict the mathematics literacy of resilient students from high-performing economies across cultures in PISA 2022. The findings indicated both RF and LR performed better in Western cultures than in Eastern cultures. Furthermore, in Eastern cultures, mathematics self-efficacy for 21st-century skills played an important role in predicting resilient students’ mathematics literacy, followed by self-efficacy towards mathematics, and mathematics anxiety. In Western cultures, self-efficacy towards mathematics was the predominant predictor, followed by mathematics self-efficacy for 21st-century skills. Theoretically, this study identifies key factors in predicting resilient students’ mathematics literacy across cultures. Methodologically, it is the first to apply ML in exploring resilient students’ mathematics literacy. Practically, it guides educators interested in developing interventions to improve resilient students’ mathematics literacy.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101412"},"PeriodicalIF":2.6,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578077","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 value do standardized observation systems add to summative teacher evaluation systems? 标准化观察系统对终结性教师评价系统有何价值？
IF 2.6 2区 教育学
Studies in Educational Evaluation Pub Date : 2024-10-30 DOI: 10.1016/j.stueduc.2024.101414
Mark White , Bridget Maher
{"title":"What value do standardized observation systems add to summative teacher evaluation systems?","authors":"Mark White ,&nbsp;Bridget Maher","doi":"10.1016/j.stueduc.2024.101414","DOIUrl":"10.1016/j.stueduc.2024.101414","url":null,"abstract":"<div><div>Teacher evaluation systems work to balance summative and formative goals. Instructional observations are an important part of such systems, allowing evaluation to directly impact instruction. Research shows that summative and formative goals can conflict with each other. This paper examines whether the summative usage of observation scores contributes to summative evaluation. We find that, after accounting for traditional principal ratings, observation scores provide little predictive validity for identifying high quality teachers. Given the reviewed negative impacts of summative uses of observation scores in teacher evaluation, teacher evaluation systems should reconsider the summative usage of observation scores.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101414"},"PeriodicalIF":2.6,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552010","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
Exploring factors influencing teacher self-efficacy in implementing inclusive education in Cambodia: A two-level hierarchical linear model 探索影响柬埔寨教师实施全纳教育自我效能感的因素：两级分层线性模型
IF 2.6 2区 教育学
Studies in Educational Evaluation Pub Date : 2024-10-30 DOI: 10.1016/j.stueduc.2024.101415
Sokunrith Pov , Norimune Kawai , Rie Murakami
{"title":"Exploring factors influencing teacher self-efficacy in implementing inclusive education in Cambodia: A two-level hierarchical linear model","authors":"Sokunrith Pov ,&nbsp;Norimune Kawai ,&nbsp;Rie Murakami","doi":"10.1016/j.stueduc.2024.101415","DOIUrl":"10.1016/j.stueduc.2024.101415","url":null,"abstract":"<div><div>This study examined teachers’ self-efficacy for inclusive practices and identified factors influencing it. The study involved 1008 primary school teachers from 236 schools across Cambodia. It was guided by a conceptual framework grounded in Bandura’s Theory of Self-Efficacy, addressing existing research gaps and incorporating empirical insights into the factors shaping teachers’ self-efficacy for inclusive practices. Using descriptive statistics, exploratory factor analysis, reliability tests, and the two-level hierarchical linear model (HLM), the study found that teachers reported the highest self-efficacy in managing behaviours and the lowest in collaboration, especially with parents. Factors such as gender, interaction experience, inclusive education training, knowledge of disabilities, and the implementation of inclusive education programmes significantly influenced their self-efficacy. The study’s findings provide valuable insights for improving teacher education in the context of inclusive practices.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101415"},"PeriodicalIF":2.6,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552009","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
Investigating anonymity in formative and summative peer assessment: Effects on university students’ social-affective factors, perceptions and preference 调查形成性和终结性同行评估中的匿名性：对大学生社会情感因素、认知和偏好的影响
IF 2.6 2区 教育学
Studies in Educational Evaluation Pub Date : 2024-10-25 DOI: 10.1016/j.stueduc.2024.101410
Juan Fraile , Meritxell Monguillot , Carles González-Arévalo , Paula Lehane , Ernesto Panadero
{"title":"Investigating anonymity in formative and summative peer assessment: Effects on university students’ social-affective factors, perceptions and preference","authors":"Juan Fraile ,&nbsp;Meritxell Monguillot ,&nbsp;Carles González-Arévalo ,&nbsp;Paula Lehane ,&nbsp;Ernesto Panadero","doi":"10.1016/j.stueduc.2024.101410","DOIUrl":"10.1016/j.stueduc.2024.101410","url":null,"abstract":"<div><div>This study examines the impact of anonymity on students’ social-affective processes, as well as their perceptions and preferences regarding peer assessment and grading for both formative and summative purposes. 177 higher education students participated in this quasi-experimental study. They participated in two peer assessment activities after receiving training on the provision of effective feedback. The first peer assessment activity was formative in nature, while the second was summative. The study had two conditions: anonymous peer assessment and non-anonymous peer assessment. Results indicate that although 73.6 % of all students (90.5 % in the anonymous condition and 56.5 % in the non-anonymous condition) preferred anonymous peer assessment, this preference did not significantly impact perceptions of fairness or peer pressure. This challenges assumptions around the effects of anonymity. Interestingly, non-anonymous settings were still favourably viewed, with the open-ended responses indicating the value of face-to-face dialogue. This suggests that non-anonymous, highly formative peer assessment requiring more interaction may lead to better social and interpersonal outcomes.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101410"},"PeriodicalIF":2.6,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532759","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
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
{"title":"Re-imagining educational quality. The need for a multidimensional approach in evaluating educational quality through TIMSS data","authors":"Lies Appels ,&nbsp;Sven De Maeyer ,&nbsp;Peter Van Petegem","doi":"10.1016/j.stueduc.2024.101409","DOIUrl":"10.1016/j.stueduc.2024.101409","url":null,"abstract":"<div><div>In recent years, international assessments have significantly impacted the discourse pivoting educational quality, often simplifying it to a single achievement continuum. With literature emphasizing quality’s multidimensional nature, this unidimensional view challenges the concept’s complexity. Although research with international datasets has identified multiple dimensions of educational quality, they are often considered in isolation. This paper seeks to expand current state of research by advocating a multidimensional approach using cluster analysis. Employing TIMSS data, six distinct clusters are portrayed, representing diverse quality configurations across global educational systems. This nuanced evaluation enhances our understanding of quality patterns and informs recommendations for future research.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101409"},"PeriodicalIF":2.6,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532758","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
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
{"title":"Comparing the reliability of performance task scores obtained from rating scale and analytic rubric using the generalizability theory","authors":"Funda Nalbantoğlu Yılmaz","doi":"10.1016/j.stueduc.2024.101413","DOIUrl":"10.1016/j.stueduc.2024.101413","url":null,"abstract":"<div><div>In the performance assessment, unbiased and accurate scorings depend not only on raters but also on accuracy of scoring keys. It could be confusing to choose the type of scoring key for educators in most situations. The study aims to find whether there is a difference between ratings with rating scale and analytic rubric and to compare reliability of scores given by the same raters with both scoring keys to the same performance tasks using generalizability theory. The results of this study would be a guide for implementers to determine the type of scoring keys for scoring performances. By the analyses, results reveal that scores obtained with the rating scale have higher reliability compared to scores obtained from the analytic rubric. Interviews related to both scoring keys reveal that for the scoring of performance tasks of teacher candidates, the rating scale is economic in terms of time.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101413"},"PeriodicalIF":2.6,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142532757","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
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
{"title":"Interconnecting peer feedback literacy: Exploring the relationship between providing and acting on peer feedback","authors":"Yi Zhang ,&nbsp;Christian D. Schunn ,&nbsp;Yong Wu","doi":"10.1016/j.stueduc.2024.101411","DOIUrl":"10.1016/j.stueduc.2024.101411","url":null,"abstract":"<div><div>Recent research highlights the concept of feedback literacy, focusing on students’ active engagement in feedback processes, including giving and receiving peer feedback. However, most studies rely on self-assessments through surveys and interviews, with few examining actual feedback behaviors. This study explores the behavioral aspects of peer feedback literacy among 844 high school students using an online system for peer feedback and revisions. Multiple measures related to provided ratings and comments as well as use in revisions were extracted using systematic coding. Factor analysis and structural equation modeling identified two distinct elements of high-quality feedback provision—providing features and rating validity—and confirmed a moderate correlation between the ability to provide quality feedback and the use of feedback. These skills were weakly correlated with writing ability. This research contributes to the emerging literature of peer feedback literacy and supports the development of more effective peer feedback training approaches.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101411"},"PeriodicalIF":2.6,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433837","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
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
{"title":"Self-regulated learning in secondary school: Students’ self-feedback in a peer observation programme","authors":"Ana Cristina Torres ,&nbsp;Marina Duarte ,&nbsp;Daniela Pinto ,&nbsp;Ana Mouraz","doi":"10.1016/j.stueduc.2024.101407","DOIUrl":"10.1016/j.stueduc.2024.101407","url":null,"abstract":"<div><div>Self-regulated learning (SRL) is crucial for fostering learner autonomy and lifelong learning skills. The article focuses on observation as a trigger of student self-feedback and self-reflection towards the development of SRL. A student peer observation programme, co-designed and piloted by teachers and researchers in two Portuguese public secondary schools is introduced, including its theoretical and methodological framework, observation scheme, and supporting observation guides. A qualitative study of self-reported effects by participating students was performed with the objectives of identifying strong aspects and possible improvements to the programme but also to gain a deeper understanding of how observation and self-feedback mediate between the performance and self-reflection phases of SRL. The results reveal an increased appreciation for feedback from various sources, and of the reflection it enables, with students emphasizing seeking help from teachers and peers. Implications for designing collaborative and student-centred learning environments with observational strategies to promote SRL are included.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101407"},"PeriodicalIF":2.6,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433840","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
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
{"title":"Peer feedback in higher education: How students’ roles affect providing and receiving feedback","authors":"Milan Stančić,&nbsp;Vladeta Milin,&nbsp;Andrea Gašić","doi":"10.1016/j.stueduc.2024.101408","DOIUrl":"10.1016/j.stueduc.2024.101408","url":null,"abstract":"<div><div>In this study, we aimed to explore the impact of different roles of feedback providers on their experience of providing feedback, as well as their influence on the feedback receivers’ responses to feedback. The students who performed the assignment (creating learning material) assumed the role of peer experts (N=22) in providing feedback. The other students (N=22) took on the role of peer users as they used the developed learning materials. The data on the students’ experiences were collected using the Intrinsic Motivation Inventory. The response to feedback was explored via interviews with the peer experts. Findings indicate that the peer experts exhibited a higher sense of competence than the peer users. Their feedback was perceived as more clear, specific, and useful than that provided by the peer users. According to the Self-Determination Theory, we highlight the importance of different task design features for students’ sense of competence, relatedness, and autonomy.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101408"},"PeriodicalIF":2.6,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425077","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
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