Studies in Educational Evaluation最新文献_第8页

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

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