Studies in Educational Evaluation最新文献_第8页

Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students 通过对中级写作学生反馈过程的干预，培养反馈素养、支架式写作和应变能力

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-04-04 DOI: 10.1016/j.stueduc.2024.101354

Hanieh Shafiee Rad , Azizullah Mirzaei

{"title":"Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students","authors":"Hanieh Shafiee Rad , Azizullah Mirzaei","doi":"10.1016/j.stueduc.2024.101354","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101354","url":null,"abstract":"<div><p>Recent research on feedback processes posits that furthering students’ feedback literacy leads to scaffolded learning by effectively engaging them in seeking, understanding, and using feedback information. This study examined effects of a social-constructionist approach to feedback literacy on students’ development of feedback literacy, scaffolded learning, and resilience. Accordingly, we raised students’ awareness of feedback dynamics within the Zone of Proximal Development (ZPD), while engaged in collaborative writing with co-writers. A mixed-methods design was adopted comprising measures of feedback literacy, writing, and resilience before and after the intervention. Semi-structured interviews were also held to probe students’ post-intervention attitudes. Posttest scores and ratings showed significant improvement in the experimental group’s feedback literacy, writing proficiency, and resilience. Further, interviews revealed that feedback literate students developed positive perceptions of feedback processes arising from scaffolded writing and that their enhanced awareness brought them opportunities for engagement, collaboration, graduated scaffolding in the ZPD, and sustained motivation for writing.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101354"},"PeriodicalIF":3.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140343988","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

The double-edged sword of de-tracking reforms in Germany: Using a Difference-in-Differences approach to estimate effects on students' educational aspirations and their association with students' socioeconomic backgrounds 德国去追踪改革的双刃剑：利用差分法估算对学生教育愿望的影响及其与学生社会经济背景的关系

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-04-01 DOI: 10.1016/j.stueduc.2024.101350

Marlen Holtmann , Camilla Rjosk , Malte Jansen , Oliver Lüdtke

{"title":"The double-edged sword of de-tracking reforms in Germany: Using a Difference-in-Differences approach to estimate effects on students' educational aspirations and their association with students' socioeconomic backgrounds","authors":"Marlen Holtmann , Camilla Rjosk , Malte Jansen , Oliver Lüdtke","doi":"10.1016/j.stueduc.2024.101350","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101350","url":null,"abstract":"<div><p>Some German states recently reformed their tracking practices by reducing the number of secondary school track options from up to four to a two-path structure, in which students can continue their school career until they acquire the general university entrance qualification in both tracks (academic and comprehensive). We examine whether these <em>de-tracking</em> reforms were, as intended, associated with a change in students’ educational aspirations and whether they reduced socioeconomic disparities in students’ educational aspirations. We analyze representative data of around 65,000 ninth graders from states with and without reforms from pre- and post-reform periods (2012 to 2018), using a Difference-in-Differences approach and a regression of students’ educational aspirations on their socioeconomic backgrounds. Our results suggest that students’ educational aspirations have increased in the wake of the <em>de-tracking</em> reforms, but that socioeconomic disparities in students’ educational aspirations have increased rather than weakened. Implications for tracking practices and socioeconomic disparities are discussed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101350"},"PeriodicalIF":3.1,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140339399","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 undergraduate student evaluations of teaching using probabilistic machine learning: The importance of motivational climate 利用概率机器学习预测本科生对教学的评价：激励氛围的重要性

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-03-29 DOI: 10.1016/j.stueduc.2024.101353

Brett D. Jones , Kazim Topuz , Sumeyra Sahbaz

引用次数: 0

Dynamics of change of academics’ teaching approaches: A latent profile transition analysis 学者教学方法的动态变化：潜在特征分析

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-03-27 DOI: 10.1016/j.stueduc.2024.101349

Marian D. Ilie , Peter Van Petegem , Velibor Mladenovici , Laurenţiu P. Maricuţoiu

{"title":"Dynamics of change of academics’ teaching approaches: A latent profile transition analysis","authors":"Marian D. Ilie , Peter Van Petegem , Velibor Mladenovici , Laurenţiu P. Maricuţoiu","doi":"10.1016/j.stueduc.2024.101349","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101349","url":null,"abstract":"<div><p>Current studies highlighted a positive relationship between academics' learning-focused approaches to teaching and students' active and deep learning. Thus, scholars have an ongoing debate about the dynamics of change from academics’ content-focused to learning-focused approaches to teaching. Previous studies investigating this subject used variable-centered analyses (on cross-sectional or pre-post data) or person-centered analyses only on cross-sectional data. Such research approaches presented limited information about the dynamics of change in teaching approaches of naturally occurring subgroups of academics with multiple teaching approach characteristics. This study analyzed the issue using longitudinal data collected on three moments (N = 111 Romanian academics) and a person-centered approach (i.e., latent profile transition analysis). We identified three dissonant approaches to teaching and one learning-focused. Our results suggested that the process of change in approaches to teaching seems to be slow and, sometimes, discontinuous. The transition from the most dissonant approach to the learning-focused approach could occur directly or by intermediary steps described as less dissonant. These dynamics of change are similar across various subsamples defined by the academics’ teaching context, specialization, gender, teaching experience, and pedagogical training programs followed. We advanced several implications for designing pedagogical programs for academics and future research.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101349"},"PeriodicalIF":3.1,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000282/pdfft?md5=fb5bcc9ba75e42928cc77fa37d363701&pid=1-s2.0-S0191491X24000282-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140309930","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

Learning analytics of peer feedback on communicative skills in an EFL course across different learning modalities 不同学习模式下英语语言课程中同伴反馈对交际技能的学习分析

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-03-27 DOI: 10.1016/j.stueduc.2024.101352

Tom Gorham , Rwitajit Majumdar , Hiroaki Ogata

引用次数: 0

Estimating teachers’ value-added effects using generalized persistence model 利用广义持续模型估算教师的增值效应

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-03-21 DOI: 10.1016/j.stueduc.2024.101355

Ali Temurtaş , Derya Çobanoğlu Aktan

引用次数: 0

How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics’ 反馈的建设性如何？受学生特征调节的本科生未来时间观的相关性

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-03-20 DOI: 10.1016/j.stueduc.2024.101351

Carlton J. Fong , Diane L. Schallert , Shengjie Lin , Servet Altan

{"title":"How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics’","authors":"Carlton J. Fong , Diane L. Schallert , Shengjie Lin , Servet Altan","doi":"10.1016/j.stueduc.2024.101351","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101351","url":null,"abstract":"<div><p>Beliefs about the future, instantiated as a learner’s future time perspective, have been largely overlooked in the research on the connection between feedback and motivation. Because feedback statements vary in their level of specificity and friendliness (a commonly reported distinction between peer-provided and instructor-provided feedback), we were interested in the interplay between such feedback characteristics and learners’ future time perspective. With 392 U.S. undergraduates, we investigated how future time perspective (specifically, its valence and connectedness) affected whether learners perceived as constructive feedback statements that varied in specificity and friendliness, and whether gender and academic discipline would influence these perceptions. Future time perspective connectedness was positively associated with perceptions of feedback constructiveness for specific statements but was negatively related to constructiveness for unspecific statements. Valence was positively correlated with feedback constructiveness for unspecific statements. Although no differences in academic discipline were found, gender effects emerged. Implications for peer feedback are discussed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101351"},"PeriodicalIF":3.1,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140164039","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

Supporting students to generate self-feedback: Critical reflections on the special issue 支持学生进行自我反馈：对特刊的批判性思考

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-03-16 DOI: 10.1016/j.stueduc.2024.101348

Fabienne Michelle Van der Kleij

引用次数: 0

Teaching quality and student reading outcomes: Evidence from a longitudinal study from grade 5 to 7 教学质量与学生阅读成果：五年级至七年级纵向研究的证据

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-03-01 DOI: 10.1016/j.stueduc.2024.101347

Manja Attig , Frances Hoferichter , Isa Steinmann , Rolf Strietholt

{"title":"Teaching quality and student reading outcomes: Evidence from a longitudinal study from grade 5 to 7","authors":"Manja Attig , Frances Hoferichter , Isa Steinmann , Rolf Strietholt","doi":"10.1016/j.stueduc.2024.101347","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101347","url":null,"abstract":"<div><p>The literature on the effects of teaching behavior on student competence and motivation has primarily focused on single teaching facets, with limited attention to multiple components simultaneously. To address this gap, this study examined a model of teaching and learning by investigating 10 teaching quality components reported by both students and teachers. The study used a sample of 3067 students in 150 schools in Germany and regressed reading competence and attitudes towards reading in grade 7 on these 10 variables. The study controlled for prior reading competence and attitudes towards reading in grade 5, as well as other student background characteristics, and estimated school-fixed effects. The results did not identify significant associations between the investigated teaching quality components and the reading competence and attitudes towards reading measures when considered simultaneously in one model, after taking into account previous competence and attitudes. The study discusses limitations and implications of these findings.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101347"},"PeriodicalIF":3.1,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X24000269/pdfft?md5=e0db1fa469e333c397e5fff546aea5d6&pid=1-s2.0-S0191491X24000269-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139999816","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

Assessing student learning in work-integrated learning (WIL): A systematic review on assessment methods and purposes 评估学生在工作综合学习（WIL）中的学习情况：关于评估方法和目的的系统回顾

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-29 DOI: 10.1016/j.stueduc.2024.101345

Lillian Yun Yung Luk , Cecilia K.Y. Chan

{"title":"Assessing student learning in work-integrated learning (WIL): A systematic review on assessment methods and purposes","authors":"Lillian Yun Yung Luk , Cecilia K.Y. Chan","doi":"10.1016/j.stueduc.2024.101345","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101345","url":null,"abstract":"<div><p>Under increasing pressure from quality assurance and other accountability concerns, it is easy to fall into the trap of assessing students only for the sake of assessment. This review aims to help educators rethink assessment in work-integrated learning (WIL) courses with purpose in mind by identifying the assessment methods used to assess student learning in such courses over the last 20 years, together with the underlying purposes of assessment. Based on the analysis of 103 selected articles from four databases and additional searching, 22 assessment methods and seven broad categories of assessment purposes were identified. One key finding is that the assessment of student learning in WIL courses outlined in the results was mainly implemented as assessment for learning to support students’ development as self-regulated, lifelong learners. Based on this finding, we propose three assessment design principles for self-regulated learning with recommendations on how to utilize different assessment methods to their fullest potential in preparing students for their futures.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101345"},"PeriodicalIF":3.1,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139993607","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