Studies in Educational Evaluation最新文献_第7页

Unexpected gender differences in teacher ratings of academic skills and school track recommendations 教师对学生学业技能的评价和学校轨道建议中的意外性别差异

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-02 DOI: 10.1016/j.stueduc.2024.101384

Isa Steinmann

{"title":"Unexpected gender differences in teacher ratings of academic skills and school track recommendations","authors":"Isa Steinmann","doi":"10.1016/j.stueduc.2024.101384","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101384","url":null,"abstract":"<div><p>Previous research suggests that girls get better school marks and are more often recommended for academic school tracks after primary school. Using data from a representative sample of 4529 students who were followed longitudinally between grades 1–4 in Germany, this study adds nuance to this picture. In simple logistic regression models, girls were found to get more favourable teacher ratings in terms of language and written skills and more favourable school track recommendations, while boys got better teacher ratings in terms of nature knowledge and mathematical skills. In models that included control variables (achievement test scores, teacher-rated ability to concentrate, teacher-rated social skills, and teacher-rated personality characteristics), gender gaps shifted to the boys’ advantage, with written skills remaining the only domain with female advantages. Linear growth models showed that in three out of four cases, gender gaps in teacher-rated skills widened over the course of primary school.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101384"},"PeriodicalIF":2.6,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000634/pdfft?md5=22845738e1f998a37374c3e1304995a0&pid=1-s2.0-S0191491X24000634-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541989","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

Developing career-related skills through project-based learning 通过项目式学习培养与职业相关的技能

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-02 DOI: 10.1016/j.stueduc.2024.101378

Yoonhee Lee, Bora Lee

引用次数: 0

Learning together through collaborative writing: The power of peer feedback and discussion in doctoral writing groups 通过合作写作共同学习：博士写作小组中同行反馈和讨论的力量

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-01 DOI: 10.1016/j.stueduc.2024.101379

Basil Cahusac de Caux , Lynette Pretorius

{"title":"Learning together through collaborative writing: The power of peer feedback and discussion in doctoral writing groups","authors":"Basil Cahusac de Caux , Lynette Pretorius","doi":"10.1016/j.stueduc.2024.101379","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101379","url":null,"abstract":"<div><p>This paper explores the power of collaborative peer feedback within doctoral writing groups by examining the effects of the feedback process that was implemented as part of a book project. Using <em>communities of practice</em> as a guiding theoretical framework, we identify that participants discovered how working together helped them foster collegiality, trust, and collective learning. Furthermore, writing group members felt that collaborative peer feedback helped them develop a shared repertoire and understanding of academic writing and publishing. Participants perceived collaborative peer feedback as a way to improve academic writing proficiency, build self-esteem, and foster confidence. Importantly, participants saw the experiential learning process applied in this book project as a way to discover previously tacit understandings or obscure practices in academia. Consequently, the findings of this study demonstrate that collaborative peer feedback within a safe space can foster learning-focused feedback when students are active and reflexive agents in the feedback process.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101379"},"PeriodicalIF":2.6,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000580/pdfft?md5=409eb0fc4ad5d44c2dc5dedbc66593ce&pid=1-s2.0-S0191491X24000580-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480491","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

Estimating the dimensionality of learning: The model for decomposed change 估计学习的维度：分解变化模型

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-07-01 DOI: 10.1016/j.stueduc.2024.101377

Denis Federiakin , Olga Zlatkin-Troitschanskaia , William B. Walstad

{"title":"Estimating the dimensionality of learning: The model for decomposed change","authors":"Denis Federiakin , Olga Zlatkin-Troitschanskaia , William B. Walstad","doi":"10.1016/j.stueduc.2024.101377","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101377","url":null,"abstract":"<div><p>Psychometrics traditionally has assumed that the changes occurring during learning have the same dimensionality as the targeted construct. This approach is akin to understanding learning as climbing a mountain: for each ability a student can increase their ability, decrease it, or not change it. However, an alternative approach has recently been suggested – learning score analysis. This analysis is grounded in the assumption that students “slide through” the curriculum rather than “climb it”: they forget something to learn something. This approach suggests that positive and negative dynamics can occur at the same time. This suggestion is also supported by the evidence from cognitive psychology that learning and forgetting are separate cognitive processes. Hence, we contrast the traditional approach to conceptualizing growth and change to the alternative approach. We use IRT-based modeling to compare the results from both approaches, and show that the alternative approach provides more insight into learning.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101377"},"PeriodicalIF":2.6,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000567/pdfft?md5=37c8349e8748278ba6484be3b803adee&pid=1-s2.0-S0191491X24000567-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480492","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

Perceived formative assessment practices in homework and creativity competence: The mediating effects of self-confidence in learning and intrinsic motivation 家庭作业中的形成性评价做法与创造能力：学习自信心和内在动机的中介效应

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-06-29 DOI: 10.1016/j.stueduc.2024.101376

Yueyang Shao , Qimeng Liu , Yaoyao Dong , Jian Liu

{"title":"Perceived formative assessment practices in homework and creativity competence: The mediating effects of self-confidence in learning and intrinsic motivation","authors":"Yueyang Shao , Qimeng Liu , Yaoyao Dong , Jian Liu","doi":"10.1016/j.stueduc.2024.101376","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101376","url":null,"abstract":"<div><p>The aim of this study was to explore the impact mechanism of teachers' formative assessment on students' creativity competence. Herein, structural equation modeling (SEM) was utilized to investigate the potential mediating role of self-confidence in learning and intrinsic motivation based on large-scale longitudinal tracking data. The results indicate that, after controlling for pretests of creativity competence, socioeconomic status (SES), and gender, it was found that formative assessment practices have a direct and positive predictive power for creativity competence (the direct effect accounts for 39.4 %). Furthermore, formative assessment practices indirectly and positively predict creativity competence through the mediation of self-confidence in learning (the indirect effect accounts for 10.0 %) and intrinsic motivation (the indirect effect accounts for 50.6 %). We conclude that the main contribution from formative assessment to creativity may be in building an environment that fosters self-confidence in learning and intrinsic motivation.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101376"},"PeriodicalIF":2.6,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141483720","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

Professional development at national scale: Effects on teacher knowledge and practice 全国范围的专业发展：对教师知识和实践的影响

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2024-06-27 DOI: 10.1016/j.stueduc.2024.101381

Magnus Österholm , Tomas Bergqvist , Yvonne Liljekvist , Jorryt van Bommel

引用次数: 0

Classroom heterogeneity and assessment for learning: Evidence from 47 countries using TALIS 2018 课堂异质性与学习评价：来自 47 个国家使用 TALIS 2018 的证据

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-06-10 DOI: 10.1016/j.stueduc.2024.101375

Youngshin Lim

{"title":"Classroom heterogeneity and assessment for learning: Evidence from 47 countries using TALIS 2018","authors":"Youngshin Lim","doi":"10.1016/j.stueduc.2024.101375","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101375","url":null,"abstract":"<div><p>Despite extensive research on Assessment for Learning (AfL) in the classroom, the importance of contextual factors as perceived by teachers remains underexplored. This study examines the extent to which elements of the classroom context, in particular heterogeneity, influence the frequency of AfL. Using 2018 TALIS data from 47 countries, this study found that teachers who perceived higher levels of heterogeneity in their classrooms conducted more frequent classroom assessments. The degree of AfL was most significantly influenced by the perception of heterogeneity among academically gifted students, followed by socioeconomically disadvantaged students, immigrant students, students whose first language is different from the language of instruction, and students with behavioral problems. Interestingly, when teachers perceive a higher proportion of low-achieving students, the frequency of AfL tends to decrease. These findings suggest that AfL can be used not only as a tool in circumstances where learning processes are challenging, but also as an approach to understanding and addressing the diverse learning potentials and backgrounds in the classroom.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101375"},"PeriodicalIF":3.1,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141303259","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

Small-class effects on science achievement in secondary education 小班对中学科学成绩的影响

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-05-18 DOI: 10.1016/j.stueduc.2024.101368

Ting Shen

引用次数: 0

How schools affect equity in education: Teaching factors and extended day programs associated with average achievement and socioeconomic achievement gaps 学校如何影响教育公平：与平均成绩和社会经济成绩差距相关的教学因素和延长日计划

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-05-04 DOI: 10.1016/j.stueduc.2024.101367

Max Nachbauer

{"title":"How schools affect equity in education: Teaching factors and extended day programs associated with average achievement and socioeconomic achievement gaps","authors":"Max Nachbauer","doi":"10.1016/j.stueduc.2024.101367","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101367","url":null,"abstract":"<div><p>The current study evaluates effects of teaching factors and extended day programs regarding both average achievement and socioeconomic achievement gaps. Analyses are based on data from the National Educational Panel Study in Germany. The sample comprises 1523 students in 120 classes in 71 secondary schools. The investigation period covers fifth grade to seventh grade. The dependent variable is mathematics achievement. Data are analyzed using intercept-and-slope-as-outcome models. Analyzes on teaching factors reveal that classroom management and cognitive activation increase average achievement. Forming heterogenous groups within the classroom reduces socioeconomic achievement gaps. Analyzes on extended day programs reveal that tutoring reduces socioeconomic achievement gaps. Homework supervision reduces average achievement and increases socioeconomic achievement gaps. Enrichment programs increase socioeconomic achievement gaps. Implications for research, policy and practice are drawn.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"82 ","pages":"Article 101367"},"PeriodicalIF":3.1,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000464/pdfft?md5=d333c2b8f08af7febb3c55714ec4092b&pid=1-s2.0-S0191491X24000464-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140825909","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 how’s and how often’s of school harassment: How do they influence the academic achievement of adolescents over time? 校园骚扰的方式和频率：随着时间的推移，它们如何影响青少年的学业成绩？

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-04-17 DOI: 10.1016/j.stueduc.2024.101358

Andrea Canales , Andrew Webb

引用次数: 0