Studies in Educational Evaluation最新文献

{"title":"The influence of authentic leadership on teacher performance in Guiyang public primary schools","authors":"Yihong Long ,&nbsp;Yi Xia ,&nbsp;Fasheng Cao ,&nbsp;Yuan Long","doi":"10.1016/j.stueduc.2024.101400","DOIUrl":"10.1016/j.stueduc.2024.101400","url":null,"abstract":"<div><p>This study examines the impact of authentic leadership on teacher performance within the context of Chinese primary schools, focusing specifically on the mediating roles of internalized moral perspective, balanced processing, and relational transparency. Utilizing a sample of 396 primary school teachers from 18 public primary schools in Guiyang, China, the study employs Partial Least Squares Structural Equation Modelling (PLS-SEM) to analyze the data. Results reveal that all four dimensions of authentic leadership—self-awareness, internalized moral perspective, balanced processing, and relational transparency—significantly enhance teacher performance. Additionally, internalized moral perspective, balanced processing, and relational transparency were found to mediate the relationship between self-awareness and teacher performance. These findings highlight the importance of fostering authentic leadership to improve educational outcomes. The study discusses its implications for teacher training programs, potential limitations, and directions for future research.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101400"},"PeriodicalIF":2.6,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168708","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":"School conditions and principal practices promoting instructional data use in high-stakes accountability systems","authors":"Jorge Rojas-Bravo ,&nbsp;Germán Fromm ,&nbsp;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}

{"title":"Development and validation of learning and innovation skills self-efficacy scale (LIS-SES)","authors":"Osman Kayhan ,&nbsp;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}

{"title":"Unpacking grading bias in middle school: A multilevel analysis of grade vs. test discrepancy considering student and school characteristics","authors":"Rimantas Vosylis ,&nbsp;Rasa Erentaitė ,&nbsp;Berita Simonaitienė ,&nbsp;Eglė Melnikė ,&nbsp;Daiva Sevalneva ,&nbsp;Vaidas Morkevičius ,&nbsp;Giedrius Žvaliauskas ,&nbsp;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}

{"title":"Will generative AI replace teachers in higher education? A study of teacher and student perceptions","authors":"Cecilia Ka Yuk Chan,&nbsp;Louisa H.Y. Tsi","doi":"10.1016/j.stueduc.2024.101395","DOIUrl":"10.1016/j.stueduc.2024.101395","url":null,"abstract":"<div><p>This paper evaluates the potential of generative artificial intelligence (AI) in higher education, specifically its capacity to replace or assist human teachers. By reviewing relevant literature and analysing survey data from students and teachers, this mixed-methods study provides a comprehensive perspective on the future role of educators in the face of advancing generative AI technologies. An online survey was conducted to explore the perceptions of 399 university students and 184 teachers across different disciplines in eight higher education institutions in Hong Kong concerning the use of generative AI technologies. Findings suggest that although some believed generative AI may eventually replace teachers, the majority of participants argued that human teachers possess unique qualities, including critical thinking and emotions, which make them irreplaceable. Similarly, findings also emphasized the importance of social-emotional competencies developed through human interactions, something which generative AI technologies cannot currently replicate. Crucially, this study further found that students value and respect their human teachers, even as generative AI becomes more prevalent. As such, the authors propose that teachers can seek to effectively integrate generative AI to enhance teaching and learning without viewing it as their replacement. To do so, they must understand how generative AI can work well with teachers and students, avoid potential pitfalls, develop AI literacy, and address practical issues including ethics and privacy. Recommendations are offered on how universities, teachers, and students can adopt generative AI technologies in an approach that balances the strengths of human educators with generative AI technologies. As the future of education lies in the synergy between human teachers and generative AI, teachers, students, and universities should all understand and refine their unique qualities in order to effectively navigate the integration of generative AI, ensuring well-rounded and impactful learning experiences.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101395"},"PeriodicalIF":2.6,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142095649","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":"A qualitative evaluation study of introducing game-based learning methods during pre-service teachers’ Internship","authors":"Cindy De Smet","doi":"10.1016/j.stueduc.2024.101388","DOIUrl":"10.1016/j.stueduc.2024.101388","url":null,"abstract":"<div><p>This study presents the results of a qualitative evaluation of how pre-service teachers incorporate games into their classroom practices during internships. Two Game-Based Learning (GBL) methods, namely the PCaRD model and the GameChangers approach, were introduced to assist pre-service teachers in delivering game-based learning activities effectively within disciplines such as English and Sports, as part of their university course requirements. Data was collected from 48 pre-service teachers, highlighting the perceived benefits of both methods in teaching with games and emphasizing their complementarity. Essential competencies identified included prior gaming experience, training in game creation, digital skills, and understanding of student behavior and reactions. Main challenges encountered included time constraints, classroom equipment deficiencies, class management issues, pupil behavior, and aligning games with the curriculum.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101388"},"PeriodicalIF":2.6,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142040782","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":"Circumventing construct-irrelevant variance in international assessments using cognitive diagnostic modeling: A curriculum-sensitive measure","authors":"Hannah Heister ,&nbsp;Rolf Strietholt ,&nbsp;Philipp Doebler ,&nbsp;Purya Baghaei","doi":"10.1016/j.stueduc.2024.101393","DOIUrl":"10.1016/j.stueduc.2024.101393","url":null,"abstract":"<div><p>International large-scale assessments such as TIMSS administer achievement tests that are based on an analysis of national curricula to compare student achievement across countries. The organizations that coordinate these studies use Rasch or more generalized item response theory (IRT) models in which all test items are assumed to measure a single latent ability. The test responses are then used to estimate this ability, and the ability scores are used to compare countries.</p><p>A central but yet-to-be-contested assumption of this approach is that the achievement tests measure an unobserved unidimensional continuous variable that is comparable across countries. One threat to this assumption is the fact that countries and even regions or school tracks within countries have different curricula. When seeking to fairly compare countries, it seems legitimate to account for the fact that applicable curricula differ and that some students may not have been taught the full test content yet. When seeking to fairly compare countries, it seems imperative to account for the fact that national curricula differ and that some countries may not have taught the full test content yet. Nevertheless, existing IRT-based rankings ignore such differences.</p><p>The present study proposes a direct method to deal with differing curricula and create a fair ranking of educational quality between countries. The new method compares countries solely on test content that has already been taught; it uses information on whether students have mastered skills taught in class or not and does not consider contents that have not been taught yet. Mastery is assessed via the deterministic-input, noisy, “and” gate (DINA) model, an interpretable and tractable cognitive diagnostic model. To illustrate the new method, we use data from TIMSS 1995 and compare it to the IRT-based scores published in the international study report. We find a mismatch between the TIMSS test contents and national curricula in all countries. At the same time, we observe a high correlation between the scores based on the new method and the conventional IRT scores. This finding underscores the robustness of the performance measures reported in TIMSS despite existing differences across national curricula.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101393"},"PeriodicalIF":2.6,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142006780","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":"Bridging perspectives: Insights from different stakeholders on data coaching in education","authors":"Iris Decabooter ,&nbsp;Ariadne Warmoes ,&nbsp;Els Consuegra ,&nbsp;Roos Van Gasse ,&nbsp;Evelyn Goffin ,&nbsp;Katrien Struyven","doi":"10.1016/j.stueduc.2024.101392","DOIUrl":"10.1016/j.stueduc.2024.101392","url":null,"abstract":"<div><p>This study focuses on the role of data coaches in data-based decision-making (DBDM) in education. Interviews and focus groups with academics and practitioners were conducted to understand the needs and challenges regarding data coaching. The study highlights the collaborative nature of data coaching and suggests the involvement of multiple coaches, both internal and external to the school. Distinctions between primary and secondary education contexts are revealed. The practitioners encountered challenges in articulating the specific practices, knowledge, and skills required for a data coach. Despite these challenges, the study provides valuable insights for future research and contributes to a comprehensive understanding of data coaching in education. This study increases the understanding of the various requirements and preferences related to the role of data coaches in promoting effective data-based decision making practices, as data coaches and school teams collaborate closely.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101392"},"PeriodicalIF":2.6,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141964272","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":"Investigating behavioral patterns to facilitate performance predictions during online peer assessment through learning analytics approach","authors":"Meiling Jin ,&nbsp;Qiang Jiang ,&nbsp;Weiyan Xiong ,&nbsp;Qi Li ,&nbsp;Yanan Feng ,&nbsp;Wei Zhao","doi":"10.1016/j.stueduc.2024.101394","DOIUrl":"10.1016/j.stueduc.2024.101394","url":null,"abstract":"<div><p>Insights into student behavioral patterns yield benefits for both educators and learners. Nevertheless, only a few studies have investigated the behavioral patterns of high-scoring (HS) and low-scoring (LS) students to facilitate predictions during peer assessment (PA). Therefore, we performed learning analytics to explore the behavioral patterns of HS and LS students in 52 university students from affective, cognitive, and metacognitive perspectives as these students engage in online PAs. The results indicated that on the affective dimension, HS students tended to exhibit negative affection while LS students tended to display positive affection. On the cognitive dimension, HS students demonstrated more intricate transformations compared to the LS students. Regarding the metacognitive dimension, LS students more likely reflected upon and accepted the reviews provided by others than the HS. Additionally, the findings also revealed that HS students were supported by focused social networks and overall stable activity engagement, whereas the LS students were less engaged at the beginning of the activity but had evolving social networks and were more engaged in the later stages of the activity. These findings offer valuable insights for educators in effectively predicting student performance based on behavioral patterns while providing new perspectives to support instructional decision-making processes.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101394"},"PeriodicalIF":2.6,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141940888","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":"Understanding changes in learner engagement with peer feedback giving in EFL writing: A longitudinal study","authors":"Jing Li ,&nbsp;Lianjiang Jiang","doi":"10.1016/j.stueduc.2024.101391","DOIUrl":"10.1016/j.stueduc.2024.101391","url":null,"abstract":"<div><p>This longitudinal case study investigates three EFL learners’ engagement changes with peer feedback giving from affective, behavioral and cognitive perspectives over an academic year. Data were collected from multiple sources, including learners’ texts, feedback messages, open-ended questionnaire, stimulated recalls, and semi-structured interviews. The findings show that the three dimensions of learner engagement with peer feedback giving interacted with each other dynamically during the academic year. While learners’ positive affective engagement promoted their cognitive and behavioral engagement, their negative feelings did not necessarily restrain the enhancement of the other two aspects. In turn, learners’ cognitive and behavioral engagement could either promote or hinder their affective engagement. This study advances our understanding of the multifaceted and dynamic nature of learner engagement with peer feedback giving. It provides pedagogical implications for writing educators to develop teaching strategies to promote learner engagement and maximize learning opportunities in the feedback giving process.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101391"},"PeriodicalIF":2.6,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141940889","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}