Studies in Educational Evaluation最新文献_第5页

The impact of peer assessment design on interpersonal processes: A systematic review 同伴评估设计对人际交往过程的影响：系统回顾

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-26 DOI: 10.1016/j.stueduc.2024.101405

Morgane Senden, Liesje Coertjens

{"title":"The impact of peer assessment design on interpersonal processes: A systematic review","authors":"Morgane Senden, Liesje Coertjens","doi":"10.1016/j.stueduc.2024.101405","DOIUrl":"10.1016/j.stueduc.2024.101405","url":null,"abstract":"<div><div>Peer assessment can have a very positive impact on students’ learning. However, it also poses some challenges such as trust issues, concerns about its fairness, feelings of discomfort, etc. It is known that the interpersonal processes of peer assessment can affect its outcomes. However, it is less clear how peer assessment should be implemented to prevent this. In this article, we reviewed 27 studies that have investigated how the instructional design elements of peer assessment influence interpersonal processes. A literature search was carried out on Scopus, PsycINFO, and Eric with a search string composed of three parts with keywords linked to (1) peer assessment, (2) educational contexts, and (3) interpersonal processes. The 14,552 retrieved records were screened in terms of the inclusion criteria, which resulted in 27 studies being included and analysed through a narrative synthesis. The results revealed that the three most commonly-investigated design elements were privacy, format, and training. Privacy seems to have a positive impact on some interpersonal processes, but a detrimental effect on others. Concerning format, studies suggest that increased amounts of guidance are associated with a positive impact on interpersonal processes, but this result must be interpreted with caution due to the limitations of the studies’ research designs. The use of training seems to be beneficial in minimising the negative effects of interpersonal processes. Finally, no conclusion could be drawn on three other design elements that were only investigated in one study each, and with weak research designs. These results allowed us to draw important recommendations for practitioners implementing peer assessment and to identify gaps and needs that could inform future research.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101405"},"PeriodicalIF":2.6,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142322882","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

Exploring the suitability of self-reports to gain insights into teachers’ technological pedagogical knowledge 探索自我报告是否适合深入了解教师的技术教学知识

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-19 DOI: 10.1016/j.stueduc.2024.101402

Franziska Baier-Mosch , Lukas Schulze-Vorberg , Holger Horz , Mareike Kunter

{"title":"Exploring the suitability of self-reports to gain insights into teachers’ technological pedagogical knowledge","authors":"Franziska Baier-Mosch , Lukas Schulze-Vorberg , Holger Horz , Mareike Kunter","doi":"10.1016/j.stueduc.2024.101402","DOIUrl":"10.1016/j.stueduc.2024.101402","url":null,"abstract":"<div><div>Teachers need high technological pedagogical knowledge (TPK) to integrate digital technology effectively into their teaching. The valid assessment of teachers’ TPK is important so that researchers can investigate its development and impact on student outcomes. However, providing validity evidence for frequently used TPK self-report scales is challenging. Previous studies have indicated only weak correlations between these scales and tests. It remains open whether low correlations are due to method-specific biases of the self-reports or the fact that self-reports and tests measure different constructs (generalized knowledge/self-efficacy vs. specific knowledge). We investigated the relationship between self-report scales and tests of two aspects of teachers’ TPK – TPK-teaching and learning and TPK-classroom management – in a sample of 238 in-service teachers. Results showed that the TPK self-report scales seemed to measure a different construct (more generalized knowledge) than the tests and that low correlations cannot simply be explained by self-report method-specific biases.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101402"},"PeriodicalIF":2.6,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000816/pdfft?md5=0f3bcb8e4fcb832eb5f927ad6c20eb5e&pid=1-s2.0-S0191491X24000816-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142310772","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

Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry 在以过程为导向的 L2 写作中，学生对在线同伴反馈的看法：定性调查

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-17 DOI: 10.1016/j.stueduc.2024.101403

Pelin Irgin , Zeynep Bilki

{"title":"Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry","authors":"Pelin Irgin , Zeynep Bilki","doi":"10.1016/j.stueduc.2024.101403","DOIUrl":"10.1016/j.stueduc.2024.101403","url":null,"abstract":"<div><p>Peer feedback has been of paramount importance in second language (L2) writing given that L2 learners especially need the facilitative role of feedback in improving their writing skills. Despite recent research highlighting the benefits of peer feedback in L2 writing, there is a call for more qualitative studies situated in classroom contexts to explore the continuous flow of peer feedback in a social community including technology-enhanced interactive social settings. This case study takes the students at a university in Turkey as the center of the peer feedback process and explores how L2 writers (n = 35) using student blogs for online peer evaluation in the naturalistic setting of an academic writing course perceive online peer feedback in L2 writing. This qualitative study adopted a case study design using the data from students’ essays (210 essays), blog-mediated peer comments (on 35 student blogs), and self-reflection papers (105 reflections). The data was analyzed through Braun and Clarke’s inductive thematic analysis. The analysis resulting in four themes revealed that peer feedback experienced in an online writing community improved students’ ability to perceive and use feedback effectively by creating opportunities for a shared understanding of peer feedback and establishing a writing community and also enhanced students’ critical thinking skills as an essential aspect of the writing process. This study provides insights into the student experience of online peer feedback in L2 writing, highlighting the importance of creating a supportive and collaborative learning environment to foster effective feedback practices and enhance the students’ L2 writing skills.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101403"},"PeriodicalIF":2.6,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000828/pdfft?md5=cff1f7eaaeb5452c090472e6bd3c9b91&pid=1-s2.0-S0191491X24000828-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243320","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

The role of item format in the PISA 2018 mathematics literacy assessment: A cross-country study 项目格式在 PISA 2018 数学素养评估中的作用：跨国研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-14 DOI: 10.1016/j.stueduc.2024.101401

Kseniia Marcq , Erika Jassuly Chalén Donayre , Johan Braeken

{"title":"The role of item format in the PISA 2018 mathematics literacy assessment: A cross-country study","authors":"Kseniia Marcq , Erika Jassuly Chalén Donayre , Johan Braeken","doi":"10.1016/j.stueduc.2024.101401","DOIUrl":"10.1016/j.stueduc.2024.101401","url":null,"abstract":"<div><p>When construct-irrelevant sources affect item difficulty, validity of the assessment is compromised. Using responses of 260000 students from 71 countries to the Programme for International Student Assessment (PISA) 2018 mathematics assessment and cross-classified mixed effects models, we examined three validity concerns associated with the construct-irrelevant factor, item format: whether the format influenced item difficulty, whether item format’s impact on difficulty varied across countries, undermining PISA’s foundational goal of meaningful country comparisons, and whether item format effects differed between genders, affecting assessment fairness. Item format contributed to a substantial average of 12 % of variance in item difficulties. The effect of item format was non-uniform across countries, with 30 % of the variance in item difficulties being due to format in lower-performing countries, and 10 % in higher-performing countries, challenging the comparability of educational outcomes. The impact of gender on item format differences was minor. Implications for secondary research and assessment design are discussed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101401"},"PeriodicalIF":2.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000804/pdfft?md5=508c28bd0233e2005407a3aeaf5ccee2&pid=1-s2.0-S0191491X24000804-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229772","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

The effects of peer interaction on learning outcome of college students in digital environment—The chain-mediated role of attitude and self-efficacy 数字化环境下同伴互动对大学生学习效果的影响--态度和自我效能的连锁中介作用

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-14 DOI: 10.1016/j.stueduc.2024.101404

Fangfang Pan , Guangxing Zhu , Wenjie Sui , Mengyun Fu

{"title":"The effects of peer interaction on learning outcome of college students in digital environment—The chain-mediated role of attitude and self-efficacy","authors":"Fangfang Pan , Guangxing Zhu , Wenjie Sui , Mengyun Fu","doi":"10.1016/j.stueduc.2024.101404","DOIUrl":"10.1016/j.stueduc.2024.101404","url":null,"abstract":"<div><p>With the in-depth development of the Internet and digital technology, it has become an important way to learn online. Under digital learning environment, peer interaction among learners is not only playing a crucial role in the construction of their knowledge, but also is a key link to enhance their learning outcome. To investigate how peer interaction can affect learning outcome of college students, this research constructs a model of relationship, and administers a questionnaire survey among 3263 college students in 28 universities in China. The study has found that peer interaction positively affects learning outcome, meanwhile, attitude and self-efficacy act as chain mediators in the relationship of peer interaction and learning outcome. This study thoroughly discusses the impact mechanism of peer interaction on learning outcome of college students in the digital environment, which will provide beneficial references and inspirations for optimizing online learning mode and promoting learning outcome.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101404"},"PeriodicalIF":2.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X2400083X/pdfft?md5=f43d433d121130c19440d7b72c42e6bc&pid=1-s2.0-S0191491X2400083X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229773","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

Building an explanatory framework for co-workers’ responses to teacher underperformance 建立同事对教师表现不佳的反应的解释框架

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-11 DOI: 10.1016/j.stueduc.2024.101397

Loth Van Den Ouweland , Jan Vanhoof , Piet Van den Bossche

引用次数: 0

The influence of authentic leadership on teacher performance in Guiyang public primary schools 真实领导对贵阳市公立小学教师绩效的影响

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-11 DOI: 10.1016/j.stueduc.2024.101400

Yihong Long , Yi Xia , Fasheng Cao , Yuan Long

引用次数: 0

School conditions and principal practices promoting instructional data use in high-stakes accountability systems 促进在高考问责制中使用教学数据的学校条件和校长做法

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-10 DOI: 10.1016/j.stueduc.2024.101399

Jorge Rojas-Bravo , Germán Fromm , Diego Carrasco-Ogaz

{"title":"School conditions and principal practices promoting instructional data use in high-stakes accountability systems","authors":"Jorge Rojas-Bravo , Germán Fromm , Diego Carrasco-Ogaz","doi":"10.1016/j.stueduc.2024.101399","DOIUrl":"10.1016/j.stueduc.2024.101399","url":null,"abstract":"<div><p>This study explores how school environments and principal behaviors enhance the use of data within Chile's high-stakes accountability systems. Emphasizing the importance of Data-Driven Decision Making (DDDM) for improving educational outcomes, this mixed-methods research analyzed data employment for accountability, improvement, and instructional purposes. Findings show that schools prioritize data use for enhancing instruction and school improvement over mere compliance with external accountability. Key leadership behaviors, notably instructional leadership, are crucial in promoting effective data utilization. The study identifies both minimal and organizational conditions as critical enablers for data use, although their impact varies with the type of data employed. The results advocate for a balanced approach that considers both quantitative and qualitative factors to optimize data use in educational settings. Future research should delve deeper into specific instructional practices and the factors that influence teacher decision-making to further improve data-driven instruction.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101399"},"PeriodicalIF":2.6,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000786/pdfft?md5=7dda451b06363c67a7d72074e8d9eb4d&pid=1-s2.0-S0191491X24000786-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142163161","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

Development and validation of learning and innovation skills self-efficacy scale (LIS-SES) 学习与创新技能自我效能感量表（LIS-SES）的编制与验证

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-09 DOI: 10.1016/j.stueduc.2024.101396

Osman Kayhan , Özgen Korkmaz

{"title":"Development and validation of learning and innovation skills self-efficacy scale (LIS-SES)","authors":"Osman Kayhan , Özgen Korkmaz","doi":"10.1016/j.stueduc.2024.101396","DOIUrl":"10.1016/j.stueduc.2024.101396","url":null,"abstract":"<div><p>The purpose of this research is to create a tool to evaluate individuals' self-efficacy regarding learning and innovation skills according to the Partnership for 21st Century Skills(P21) framework. In this study, data was collected in three stages. Initially, data from 470 students were utilized for exploratory factor analysis. Then, data from 351 students were employed for confirmatory factor analysis. Finally, data were collected from 39 students to apply the test-retest method. The resulting scale comprises four factors and 30 items. These factors are creativity and innovation skill self-efficacy, critical thinking and problem-solving skill self-efficacy, communication skill self-efficacy, and collaborative working skill self-efficacy. The developed scale accounts for 50.65 % of the total variance. The Cronbach’s alpha value computed for the total scale is 0.936. Accordingly, we can say that LIS-SES is a valid and reliable tool to measure individuals' self-efficacy in learning and innovation skills according to the P21 framework.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101396"},"PeriodicalIF":2.6,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000750/pdfft?md5=fc3f206a8d5aeb5c50e5c195e94288af&pid=1-s2.0-S0191491X24000750-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142163160","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

Unpacking grading bias in middle school: A multilevel analysis of grade vs. test discrepancy considering student and school characteristics 解读初中的评分偏差：考虑学生和学校特点的年级与考试差异多层次分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-09-07 DOI: 10.1016/j.stueduc.2024.101398

Rimantas Vosylis , Rasa Erentaitė , Berita Simonaitienė , Eglė Melnikė , Daiva Sevalneva , Vaidas Morkevičius , Giedrius Žvaliauskas , Bas Hemker

{"title":"Unpacking grading bias in middle school: A multilevel analysis of grade vs. test discrepancy considering student and school characteristics","authors":"Rimantas Vosylis , Rasa Erentaitė , Berita Simonaitienė , Eglė Melnikė , Daiva Sevalneva , Vaidas Morkevičius , Giedrius Žvaliauskas , Bas Hemker","doi":"10.1016/j.stueduc.2024.101398","DOIUrl":"10.1016/j.stueduc.2024.101398","url":null,"abstract":"<div><p>Grade vs. test discrepancies and social biases in grading are complex phenomena shaped by the interplay of student characteristics, teacher behaviors, curricular elements, and the school environment. Despite this complexity, research examining how these phenomena vary across schools and in relation to school and curriculum-specific characteristics remains limited. This study delves into the discrepancy between grades and standardized math and national language test scores within a cohort of 18,812 8th-grade students in Lithuania nested in 418 schools. Multilevel regression analysis unveiled a pattern: female students were over-graded, whereas those from low socioeconomic backgrounds and those with special educational needs were consistently under-graded. Biases related to gender and special education needs varied significantly across schools, and the effects were linked to school characteristics. There were both similarities and differences in patterns for math and national language grading bias.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101398"},"PeriodicalIF":2.6,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142150847","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