Studies in Educational Evaluation最新文献_第8页

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

Introducing the 3P conceptual model of internal quality assurance in higher education: A systematic literature review 介绍高等教育内部质量保证的 3P 概念模型：系统文献综述

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-04-16 DOI: 10.1016/j.stueduc.2024.101360

Matthijs Krooi , Jill Whittingham , Simon Beausaert

{"title":"Introducing the 3P conceptual model of internal quality assurance in higher education: A systematic literature review","authors":"Matthijs Krooi , Jill Whittingham , Simon Beausaert","doi":"10.1016/j.stueduc.2024.101360","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101360","url":null,"abstract":"<div><p>Institutions of higher education engage in internal quality assurance for teaching and learning in order to demonstrate legitimacy in the face of (societal) expectations, as well as to maintain and improve the quality of education. While the topic of quality assurance in higher education is a growing academic specialty, the evidence base for its impact on educational quality remains limited. Developing a shared language and understanding of concepts that enable further investigation of this phenomenon are key. The systematic literature review was conducted to shed light on the conceptualisation of internal quality assurance for teaching and learning. The thematic analysis revealed three interconnected dimensions of internal quality assurance: purpose, people and process. Based on these findings, an all-inclusive definition and a conceptual model were developed: the 3P model. This model promotes taking a contextualised and integral approach towards internal quality assurance by aligning purposes, people, and processes.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"82 ","pages":"Article 101360"},"PeriodicalIF":3.1,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000397/pdfft?md5=b46865988824e24b75e32bf515d33070&pid=1-s2.0-S0191491X24000397-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140554899","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

Analyzing the impact of digitized-education toward the future of education: A comparative study based on students’ evaluation of teaching data 分析数字化教育对未来教育的影响：基于学生对教学数据评价的比较研究

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-04-16 DOI: 10.1016/j.stueduc.2024.101359

Kingsley Okoye , Sandra Dennis Núñez Daruich , Raquel Castaño , José Francisco Enríquez de la O , Jose Escamilla , Samira Hosseini

{"title":"Analyzing the impact of digitized-education toward the future of education: A comparative study based on students’ evaluation of teaching data","authors":"Kingsley Okoye , Sandra Dennis Núñez Daruich , Raquel Castaño , José Francisco Enríquez de la O , Jose Escamilla , Samira Hosseini","doi":"10.1016/j.stueduc.2024.101359","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101359","url":null,"abstract":"<div><p>This study investigates the key factors that impact the <em>digitalized-education</em>, and what those mean for the new and emerging educational models of learning. The research is based on state-of-the-art education and assessment models for learning such as Descriptive decision theory, Futures Literacy (FLF), and 8-Affordances framework that theoretically addresses both the need to use multidisciplinary components in identifying the several challenges and opportunities to the use of digital technologies in education (digitized-education) and improvement of the student's learning outcomes. Through a quasi-experimental study design and comparative analysis of the students’ evaluation of teaching (SET) dataset (<em>n</em> = 3178) collected in a higher education setting; the study applies a multivariate analysis of covariance (MANCOVA) and multiple comparisons (post-hoc) tests to determine the impact or association that the evaluation period (between 2019–2021) and type of school or discipline have on the students’ learning performance and evaluation. The results show that students’ satisfaction and experiences with digitized-education have exponentially grown in recent times, and mainly varied across the years, and marginally by discipline or school. In addition, the study empirically sheds light on the importance of the key findings and results by considering their pedagogical, technological, economic infrastructure, and ethical implications for the future of education and sustainable educational practice.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"82 ","pages":"Article 101359"},"PeriodicalIF":3.1,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140554900","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

Instructional tools and curricular structures to facilitate students’ self-assessment and generation of self-feedback 促进学生自我评估和自我反馈的教学工具和课程结构

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-04-09 DOI: 10.1016/j.stueduc.2024.101356

Jessica To , Anna Serbati , Anastasiya Lipnevich

引用次数: 0

Measuring the quality of teacher professional development: A large-scale validation study of an 18-item instrument for daily use 衡量教师专业发展的质量：18 项日常使用工具的大规模验证研究

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-04-06 DOI: 10.1016/j.stueduc.2024.101357

Eric Richter , Dirk Richter

{"title":"Measuring the quality of teacher professional development: A large-scale validation study of an 18-item instrument for daily use","authors":"Eric Richter , Dirk Richter","doi":"10.1016/j.stueduc.2024.101357","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101357","url":null,"abstract":"<div><p>This study introduces the Teacher Professional Development (TPD) Monitor, an 18-item instrument designed to assess the quality of formal learning opportunities (e.g. courses, workshops), for in-service teachers across all grade levels of general education. By evaluating these opportunities across four critical dimensions—clarity and structure, cognitive activation, collaboration, practical relevance—the TPD Monitor provides a comprehensive framework for assessing the effectiveness of professional development programs. Developed and validated with data from 2314 in-service teachers actively teaching in primary, secondary, special education, and vocational schools, each participating in one of 173 distinct TPD courses, this instrument is supported by multi-level confirmatory factor analysis that confirmed its structure, offering robust evidence of its validity and reliability. Furthermore, measurement invariance was achieved, allowing for meaningful comparisons between subgroups. The TPD Monitor is a valuable and practical tool enabling TPD providers to design effective courses and allowing to monitor and improve the quality of TPD programs.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101357"},"PeriodicalIF":3.1,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000361/pdfft?md5=f4e081a3013880424f5e1c8ca3f28fef&pid=1-s2.0-S0191491X24000361-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533419","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