Studies in Educational Evaluation最新文献_第9页

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

Strengths intervention imparted through a blended learning approach to advance personal growth initiative among Pakistan’s university students during COVID-19 在 COVID-19 期间，通过混合学习方法在巴基斯坦大学生中传授优势干预措施，以推进个人成长倡议

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-28 DOI: 10.1016/j.stueduc.2024.101343

Zane Asher Green

引用次数: 0

The influence of parental involvement on students’ non-cognitive abilities in rural ethnic regions of northwest China 父母参与对西北民族地区农村学生非认知能力的影响

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-22 DOI: 10.1016/j.stueduc.2024.101344

Lin Li, Han Liu, Yupan Kang, Yaojiang Shi, Zijian Zhao

{"title":"The influence of parental involvement on students’ non-cognitive abilities in rural ethnic regions of northwest China","authors":"Lin Li, Han Liu, Yupan Kang, Yaojiang Shi, Zijian Zhao","doi":"10.1016/j.stueduc.2024.101344","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101344","url":null,"abstract":"<div><p>The development of children’s non-cognitive abilities is crucial for both individuals and society as a whole. In this study, using a follow-up survey on 5369 primary students in rural ethnic regions of northwest China, we aim to examine the levels of parental involvement in rural ethnic regions and investigate its effect on students’ non-cognitive abilities. Our results show the following: first, parental involvement in rural ethnic regions of northwest China is quite low. Parents pay more attention to their children’s academic performance than to their non-cognitive abilities and the personal involvement is seriously lacking. Second, students from families with more favorable economic status, high parental education levels, non-migrant parents, and primary caregivers who are parents experience higher levels of parental involvement. Though Han students generally have higher maternal involvement and lower paternal involvement than minorities, the ethnic differences are reduced after controlling the covariates. Third, using the value-added model, after controlling for individual, family, class, county and baseline variables, we find that maternal behavioral and personal involvement and paternal cognitive and behavioral involvement have significant positive effects on children’s non-cognitive abilities. We use causal identification methods including propensity score matching and Mahalanobis distance matching to do the robustness test.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101344"},"PeriodicalIF":3.1,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139935235","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

Examining principal instructional leadership effects on the rural-urban instructional quality gap in China: The mechanism of teacher professional learning 试论校长教学领导力对中国城乡教学质量差距的影响教师专业学习的机制

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-21 DOI: 10.1016/j.stueduc.2024.101346

Liang Huang , Decheng Zhao , Shike Zhou

引用次数: 0

Self-regulated learning: Validating a task-specific questionnaire for children in elementary school 自我调节学习：验证针对小学儿童的特定任务问卷

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-17 DOI: 10.1016/j.stueduc.2024.101339

R. Ebbes , J.A. Schuitema , H.M.Y. Koomen , B.R.J. Jansen , M. Zee

{"title":"Self-regulated learning: Validating a task-specific questionnaire for children in elementary school","authors":"R. Ebbes , J.A. Schuitema , H.M.Y. Koomen , B.R.J. Jansen , M. Zee","doi":"10.1016/j.stueduc.2024.101339","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101339","url":null,"abstract":"<div><p>This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting). The CEMOR was applied in a math context. Children from grades 3–6 (<em>N</em> = 547, 54.7 % females) completed the CEMOR. Confirmatory factor analyses indicated that the five proposed scales have adequate to good model fit, with factor loadings ranging from .54 to .83, and acceptable to good composite reliability (ρ range = .75–.85). To find further validity support, the SRL scales were correlated with students’ performance on a math task, experienced emotions, and level of motivation during the task. Most correlations were statistically significant and in the expected direction. Hence, the CEMOR questionnaire shows promise as a new SRL instrument for elementary education.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101339"},"PeriodicalIF":3.1,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X2400018X/pdfft?md5=52fc12281f89107cc3f5df85cb3bb36b&pid=1-s2.0-S0191491X2400018X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139898625","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

Did the quality of internet services and related class structures affect educational achievement in Poland during COVID-19? 在 COVID-19 期间，互联网服务的质量和相关的阶级结构是否会影响波兰的教育成就？

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-15 DOI: 10.1016/j.stueduc.2024.101336

Jacek Liwiński , Steven G. Rivkin , Erwin R. Tiongson

引用次数: 0

Performance evaluation in teaching: Dissecting student evaluations in higher education 教学绩效评估：剖析高等教育中的学生评价

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-02-14 DOI: 10.1016/j.stueduc.2024.101342

Steve Cook , Duncan Watson , Robert Webb

{"title":"Performance evaluation in teaching: Dissecting student evaluations in higher education","authors":"Steve Cook , Duncan Watson , Robert Webb","doi":"10.1016/j.stueduc.2024.101342","DOIUrl":"https://doi.org/10.1016/j.stueduc.2024.101342","url":null,"abstract":"<div><p>Numerous studies have highlighted the significant role of Student Evaluations of Teaching (SETs) as a key metric for assessing teaching quality in Higher Education (HE). Building upon these insights, our study introduces an innovative four-tiered model, derived from diverse research, to examine the reliability of SETs. This model addresses biases associated with SETs, delving into both statistical anomalies and cognitive biases, with particular emphasis on often-overlooked hidden context and timing factors. We reveal that these biases can distort SET scores, leading to potentially inaccurate representations of both individual and comparative academic performances. The implications of our research are significant for those influencing HE policy-making and performance evaluation. We echo previous calls for a more expansive approach to teaching effectiveness, essential for genuine insight into teaching quality. By adopting this perspective, HE can design better-informed strategies, ensuring policies and practices reflect the diverse nature of teaching excellence.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101342"},"PeriodicalIF":3.1,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X2400021X/pdfft?md5=87499c57cca206a35638d071ace5318e&pid=1-s2.0-S0191491X2400021X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139738366","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