Studies in Educational Evaluation最新文献_第8页

From ratings to rankings: A complementary approach for student evaluations of teaching in higher education 从评分到排名：高等教育中学生评价教学的一种补充方法

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-09-22 DOI: 10.1016/j.stueduc.2025.101518

Yu Xiao , Bohua Wang , Ye Deng , Jun Wu

{"title":"From ratings to rankings: A complementary approach for student evaluations of teaching in higher education","authors":"Yu Xiao , Bohua Wang , Ye Deng , Jun Wu","doi":"10.1016/j.stueduc.2025.101518","DOIUrl":"10.1016/j.stueduc.2025.101518","url":null,"abstract":"<div><div>Student evaluations of teaching (SETs) are key for enhancing instructional quality in higher education, serving to improve teaching practices and assess teacher performance for decision-making. Traditional SETs, based on complex rating systems, often suffer from inconsistencies in rating scales, student fatigue, and small difference in mean evaluation, limiting their effectiveness in evaluating teacher performance. In this study, we propose a ranking-based approach, where students rank teachers based on overall performance rather than scoring individual aspects. By aggregating these rankings, a comprehensive, university-wide ranking of teacher performance can be obtained. This approach could address rating scale inconsistencies, and enhance the utility of SETs for decision-making processes by delivering teachers’ ranking that best reflect student expectations. Successfully implemented at a Chinese university, this approach has demonstrated its effectiveness in producing reliable rankings and supporting data-driven administrative evaluation, offering a promising complementary solution to the challenges faced by traditional SETs systems.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101518"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109628","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

How and why do teachers’ participation in professional development and collaboration with colleagues differ across countries? 各国教师参与专业发展和与同事合作的情况如何以及为什么不同？

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-07-09 DOI: 10.1016/j.stueduc.2025.101488

Nils Kirsten

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Transformational and transactional school leadership as predictors of teacher self-efficacy 变革型和交易型学校领导作为教师自我效能感的预测因子

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-05-30 DOI: 10.1016/j.stueduc.2025.101476

Andreas Lefteri , Maria Eliophotou Menon

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Teacher assessment literacy, formative assessment practices, and their perceived efficacy in Tanzania: A scoping review 坦桑尼亚教师评估素养、形成性评估实践及其感知效能：范围审查

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-07-25 DOI: 10.1016/j.stueduc.2025.101496

Rajabu Abdalah Shafii , Jean-Louis Berger

{"title":"Teacher assessment literacy, formative assessment practices, and their perceived efficacy in Tanzania: A scoping review","authors":"Rajabu Abdalah Shafii , Jean-Louis Berger","doi":"10.1016/j.stueduc.2025.101496","DOIUrl":"10.1016/j.stueduc.2025.101496","url":null,"abstract":"<div><div>This scoping review explored the formative assessment (FA) practices, assessment literacy, and perceived efficacy in assessment practices of teachers in Tanzania and synthesised the evidence from 41 studies published between 2005 and 2024. The results highlight key FA strategies, such as feedback practice, questioning, peer and self-assessments, and clarifying learning intentions and success criteria. The results indicate that teachers’ FA practices are constrained by inadequate assessment literacy, large class sizes, resource shortage, and the dominance of traditional assessment approaches geared towards national examinations. Despite curriculum reforms emphasising FA, traditional teacher-centred methods remain prevalent. This review underscores the need for professional development and policy initiatives that strengthen knowledge of assessment and the confidence of teachers in adopting assessment practices. The dynamic approach to teacher professional development is recommended to meet specific teacher’s needs and embedded in daily teaching practices to support effective implementation of FA and to improve student learning outcomes.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101496"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702864","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 HSTA logic model: A comparative analysis of psychometric outcomes for predicting academic and life success HSTA逻辑模型：预测学业和生活成功的心理测量结果的比较分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-07-31 DOI: 10.1016/j.stueduc.2025.101492

Sherron Benson McKendall , Alan McKendall , Michael Mann , Alfgeir Kristjansson , Catherine Morton , Summer Kuhn , Merge McMillion , Ann Chester

引用次数: 0

Less alarming than assumed: New insights on diversion effects in German secondary education 没有想象的那么令人担忧：关于德国中学教育转移效应的新见解

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-07-26 DOI: 10.1016/j.stueduc.2025.101495

Felix Bittmann

引用次数: 0

When student evaluation of teaching is no longer indicative: Psychology students’ in-class experience, motivational factors and future choices 当学生对教学的评价不再是指示性的：心理学学生的课堂体验、动机因素和未来选择

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-05-24 DOI: 10.1016/j.stueduc.2025.101475

Liwei Chen, Christian D. Schunn

{"title":"When student evaluation of teaching is no longer indicative: Psychology students’ in-class experience, motivational factors and future choices","authors":"Liwei Chen, Christian D. Schunn","doi":"10.1016/j.stueduc.2025.101475","DOIUrl":"10.1016/j.stueduc.2025.101475","url":null,"abstract":"<div><div>Student evaluations of teaching (SETs) are widely used in educational institutions to assess instructional quality, but concerns about potential negative effects are growing. We developed a new SET instrument, administered multiple times throughout the semester, focused on aspects students could meaningfully evaluate and instructors could act upon in large lecture psychology classrooms. Factor analyses of data collected from 883 students across three different psychology courses, we identified five distinct factors. An Active Learning factor positively predicted grades. Belonging and Inclusion, Productive Questioning, and Basic Understanding factors predicted students' post-course sense of belonging. Basic Understanding and Productive Questioning also predicted future course selections. Interestingly, Perceived Effectiveness, which represents the core content of many current SET questionnaires, showed significant negative associations with course grades and future course choices. In light of the strong evidence emerging against current SETs, the behavioral focus in the current instrument offers a possible way forward.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101475"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124101","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

Closing the gap through active learning variety and extent: A large-scale assessment of teaching clarity and course evaluation among students with learning disabilities 通过主动学习的多样性和程度缩小差距：对学习障碍学生的教学清晰度和课程评价的大规模评估

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-07-10 DOI: 10.1016/j.stueduc.2025.101484

Dizza Beimel

{"title":"Closing the gap through active learning variety and extent: A large-scale assessment of teaching clarity and course evaluation among students with learning disabilities","authors":"Dizza Beimel","doi":"10.1016/j.stueduc.2025.101484","DOIUrl":"10.1016/j.stueduc.2025.101484","url":null,"abstract":"<div><div>The growing population of students with learning disabilities in higher education necessitates a systematic evaluation of teaching methods. This study examines how the variety and extent of active in-class learning methods (small group work, independent work, student presentations, short quizzes) affect course evaluations and perceived teaching clarity among students with learning disabilities. Variety was measured by the number of methods used (0–4), and extent by their frequency during lessons. Analysis of 44,520 evaluation surveys reveals significant improvements in evaluation and teaching clarity as variety and extent increased. Moreover, the gap between students with and without learning disabilities nearly disappears with increased variety and extent: evaluation scores rose from 4.33 vs. 4.52 (minimal use) to 5.48 vs. 5.52 (extensive use). These findings highlight how variety and extent enhance teaching clarity, helping students compensate for learning disabilities. Along with smaller class sizes, they offer educators practical guidance for inclusive instructional design.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101484"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589098","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

Differentiated instruction in Turkish classrooms: Practices, teacher experiences and barriers 土耳其课堂的差异化教学：实践、教师经验和障碍

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-07-11 DOI: 10.1016/j.stueduc.2025.101491

Hatice Şener Daşçıoğlu , Nilay T. Bümen

{"title":"Differentiated instruction in Turkish classrooms: Practices, teacher experiences and barriers","authors":"Hatice Şener Daşçıoğlu , Nilay T. Bümen","doi":"10.1016/j.stueduc.2025.101491","DOIUrl":"10.1016/j.stueduc.2025.101491","url":null,"abstract":"<div><div>Despite the growing body of research on differentiated instruction (DI), the experiences of teachers outside of Anglo-European contexts remain underexplored. This study, based on the DI-Quest model, examines Turkish teachers’ self-reported DI-Quest data, its links with demographic characteristics, and barriers to DI practices. Using a mixed methods sequential explanatory design, quantitative data from 472 teachers (470 valid forms) and interviews with 12 teachers in Izmir were analysed. Findings reveal that private school teachers implement DI more frequently, facing fewer barriers due to better support systems, including smaller classes, adequate infrastructure, professional development, diverse resources, supportive management, and parent collaboration. Interestingly, DI practices decline among more experienced teachers. Qualitative insights identify significant obstacles, such as intensive curricula, exam pressure, overcrowded classrooms, time constraints, inadequate resources, administrative challenges, and resistance from colleagues. The study underscores the multifaceted challenges within and beyond schools, emphasizing the need for systemic support. Contextual factors affecting DI in Türkiye are highlighted, urging targeted interventions.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101491"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144596501","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

Evaluating implementation fidelity in traditional vs. computerized formats of Super Skills for Life program 评估传统模式与电脑模式的“超级生活技能”课程的执行保真度

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-09-01 Epub Date: 2025-07-23 DOI: 10.1016/j.stueduc.2025.101493

Teresa Galán-Luque , Mireia Orgilés

{"title":"Evaluating implementation fidelity in traditional vs. computerized formats of Super Skills for Life program","authors":"Teresa Galán-Luque , Mireia Orgilés","doi":"10.1016/j.stueduc.2025.101493","DOIUrl":"10.1016/j.stueduc.2025.101493","url":null,"abstract":"<div><div>This study evaluated the implementation fidelity (IF) of Super Skills for Life (SSL) program delivered in individual traditional and computerized formats for Spanish children aged 8–12 years with anxiety or depressive symptoms. Participants (<em>N</em> = 97) were randomly assigned using simple randomization to either the traditional format (<em>n</em> = 51) or the computerized format (<em>n</em> = 46). Outcomes were assessed using the Spence Children’s Anxiety Scale and the Mood and Feelings Questionnaire at pretest and posttest. Results demonstrated high IF levels across both formats, with significantly higher satisfaction in the traditional format compared to the computerized format (<em>p</em> = .043, <em>r</em><sub><em>b</em></sub> = 0.236). Strong correlations were found between session satisfaction, perceived usefulness, and willingness to recommend the program, with therapist kindness significantly predicting reductions in anxiety (<em>β</em> = –0.17, <em>p</em> = .039) and depression (<em>β</em> = –0.24, <em>p</em> = .005) at posttest. These findings suggest that while the computerized format offers a structured and cost-effective delivery option, the traditional format provides enhanced satisfaction due to the personalized involvement of a therapist. This study underscores the importance of therapist training and fidelity monitoring in implementing SSL program, contributing to the optimization of socio-emotional interventions for children.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101493"},"PeriodicalIF":2.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144694669","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