Studies in Educational Evaluation最新文献_第9页

The relationships between the growth mindset, writing feedback literacy, and feedback engagement of undergraduate students in L1 Chinese writing learning 汉语第一语言写作学习中本科生的成长心态、写作反馈素养与反馈参与之间的关系

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2024-01-02 DOI: 10.1016/j.stueduc.2023.101320

Xinhua Zhu , Yuan Yao , Qi Lu

{"title":"The relationships between the growth mindset, writing feedback literacy, and feedback engagement of undergraduate students in L1 Chinese writing learning","authors":"Xinhua Zhu , Yuan Yao , Qi Lu","doi":"10.1016/j.stueduc.2023.101320","DOIUrl":"https://doi.org/10.1016/j.stueduc.2023.101320","url":null,"abstract":"<div><p><span>While the body of research on student feedback literacy in the field of education is growing, the association of such literacy with feedback engagement in L1 writing education remains relatively unexplored. Moreover, the potential relationship of a growth mindset, which serves as a motivational factor, with student feedback literacy has yet to be thoroughly investigated. Considering these gaps, the present study aimed to explore the relationships between a growth mindset, student writing feedback literacy, and feedback engagement. A sample of 236 sophomore English major students from a Chinese university was recruited. Employing </span>path analysis, the study revealed that having a growth mindset was positively associated with all five features of student writing feedback literacy: appreciating feedback, acknowledging different feedback sources, making judgments, managing affect, and taking action. Moreover, the study revealed a nuanced relationship between students’ writing feedback literacy and their feedback engagement, with different features of writing feedback literacy having differential associations with distinct dimensions of feedback engagement. The study contributes to the literature in three ways. First, it expands our knowledge of the relationship between student feedback literacy and feedback engagement by delving deeper into the one-to-one association between different features of writing feedback literacy and various dimensions of feedback engagement. Second, it advances our understanding of how a growth mindset is related to shaping students’ writing feedback literacy. Finally, it provides evidence supporting the construct validity of the student writing feedback literacy scale in L1 writing learning.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"80 ","pages":"Article 101320"},"PeriodicalIF":3.1,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139099701","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 the mindsets toward students’ writing competence and feedback-giving practices of Chinese university English writing teachers 考察中国大学英语写作教师对学生写作能力的心态和反馈实践

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-12-28 DOI: 10.1016/j.stueduc.2023.101318

Yuan Yao , Shulin Yu , Xinhua Zhu , Siyu Zhu , Wanru Pang

{"title":"Examining the mindsets toward students’ writing competence and feedback-giving practices of Chinese university English writing teachers","authors":"Yuan Yao , Shulin Yu , Xinhua Zhu , Siyu Zhu , Wanru Pang","doi":"10.1016/j.stueduc.2023.101318","DOIUrl":"https://doi.org/10.1016/j.stueduc.2023.101318","url":null,"abstract":"<div><p>Second language (L2) writing teachers’ personal beliefs can shape their feedback-giving practices. As a burgeoning area in L2 education, the mindsets framework offers us a novel theoretical perspective to analyze the impact of personal belief on feedback-giving practices. With 288 university English writing teachers from 28 provinces in China, this study examined their growth and fixed mindsets, as well as the five types of feedback-giving practices: scoring feedback, written corrective feedback, process-oriented feedback, expressive feedback, and peer and self-feedback. Paired sample <em>t</em><span>-test reported that teachers held significantly higher levels of growth than fixed mindsets. Repeated measures analysis of variance<span> results indicated that expressive feedback was the most frequently used feedback approach, whereas written corrective feedback the least used approach. Structural equation modeling results found that growth mindsets were positively associated with all five types of feedback approaches, while fixed mindsets were only positively related to written corrective and process-oriented feedback. We interpreted the underlying mechanisms behind the varied associations between growth versus fixed mindsets with the five types of feedback-giving practices, and proposed suggestions for L2 writing teacher education.</span></span></p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"80 ","pages":"Article 101318"},"PeriodicalIF":3.1,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139099700","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

Political trust among European youth: Evaluating multi-dimensionality and cross-national measurement comparability 欧洲青年的政治信任：评估多维度和跨国测量的可比性

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-12-26 DOI: 10.1016/j.stueduc.2023.101321

Linde Stals , Maria Magdalena Isac , Ellen Claes

{"title":"Political trust among European youth: Evaluating multi-dimensionality and cross-national measurement comparability","authors":"Linde Stals , Maria Magdalena Isac , Ellen Claes","doi":"10.1016/j.stueduc.2023.101321","DOIUrl":"10.1016/j.stueduc.2023.101321","url":null,"abstract":"<div><p><span>Educational research has focused increasingly on comparing student </span>civic outcomes across various educational systems. However, the study of non-cognitive, attitudinal measures has assumed a subsidiary role to the study of cognitive measures, despite its potential to shape policy and practice. This article investigates the validity and cross-country measurement equivalence or invariance (ME/I) of political trust measures among adolescents. Drawing on student data from ICCS 2016 covering 15 European educational systems (N = 52,788), the standard test for exact ME/I (i.e., Multi-Group Confirmatory Factor Analysis) is juxtaposed with a novel method for approximate ME/I (i.e., Alignment Optimization). The results underscore a two-dimensional structure of political trust, separating trust in order institutions from trust in representative institutions. While MGCFA results suggest configural invariance, rendering correlational analyses and country mean comparisons meaningless, Alignment Optimization yields valid latent means with an acceptable degree of non-invariance (i.e., 16%). Implications for comparative research on political trust among adolescents are discussed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"80 ","pages":"Article 101321"},"PeriodicalIF":3.1,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139053658","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 metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis 职前小学教师对阅读策略的元认知意识以及利用拉施分析法进行评级改进的可能性

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-12-14 DOI: 10.1016/j.stueduc.2023.101319

Soeharto Soeharto , Martono Martono , Hairida Hairida , Aigul Akhmetova , Fitria Arifiyanti , Csapó Benő , Charalambous Charalambos

{"title":"The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis","authors":"Soeharto Soeharto , Martono Martono , Hairida Hairida , Aigul Akhmetova , Fitria Arifiyanti , Csapó Benő , Charalambous Charalambos","doi":"10.1016/j.stueduc.2023.101319","DOIUrl":"https://doi.org/10.1016/j.stueduc.2023.101319","url":null,"abstract":"<div><p>This study investigated pre-service primary teachers' reading strategies using the Metacognitive Awareness of Reading Strategy Inventory (MARSI) in the Indonesian version. The participants were 4377 pre-service primary teachers in Indonesia. The data were collected via an online form, and the invitations were sent out randomly. The participants were divided into two studies: 2912 participants were in study 1, which used a 5-point Likert scale, and 1465 participants were in study 2, using a 4-point Likert scale. The Rasch measurement approach was used in investigating the validity and reliability, rating improvement analysis, checking item difficulty functioning based on gender, and classifying pre-service primary teacher reading strategies. The adapted questionnaire satisfied all psychometric requirements based on Rasch modeling. The questionnaire with a 4-point scale showed better function than the 5-point one based on the observed measure average and curve probability category. The teachers' abilities ranged from − 6 logit to 6.45 logit.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"80 ","pages":"Article 101319"},"PeriodicalIF":3.1,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X23000858/pdfft?md5=034d1bfaffa393d1681556b1c7002eff&pid=1-s2.0-S0191491X23000858-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138656648","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 relationship between teachers’ and principals’ use of results from nationwide achievement tests: The mediating role of teacher attitudes and data use culture 教师和校长使用全国性成绩测试结果之间的关系：教师态度和数据使用文化的中介作用

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-12-08 DOI: 10.1016/j.stueduc.2023.101317

Patrick Hawlitschek , Sofie Henschel , Dirk Richter , Petra Stanat

{"title":"The relationship between teachers’ and principals’ use of results from nationwide achievement tests: The mediating role of teacher attitudes and data use culture","authors":"Patrick Hawlitschek , Sofie Henschel , Dirk Richter , Petra Stanat","doi":"10.1016/j.stueduc.2023.101317","DOIUrl":"https://doi.org/10.1016/j.stueduc.2023.101317","url":null,"abstract":"<div><p>In many countries, educational policy increasingly expects teachers to use results from nationwide achievement tests for data-based decision-making. Theoretical models suggest that teachers’ data use is not only related to their attitudes and the organizational culture of data use in their schools but also to the use of data by their principals. However, the relationship between teachers’ and principals’ data use has rarely been tested, and existing studies only provide limited evidence. This study examined these relationships using data from two large-scale samples (<em>N</em><sub><em>mathematics teachers</em></sub> =796, <em>N</em><sub><em>German teachers</em></sub> = 693). Results of structural equation models show that data use by teachers is significantly associated with data use by principals. Moreover, data use culture fully mediates this relationship, but teacher attitudes do not. We replicate our results for two samples, providing evidence for the generalizability. Thus, supporting principals to develop a positive data use culture seems promising for future professional development.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"80 ","pages":"Article 101317"},"PeriodicalIF":3.1,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X23000834/pdfft?md5=781ea090f18b26a49166df00ba1fef19&pid=1-s2.0-S0191491X23000834-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138557281","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

Predicting reading comprehension performance based on student characteristics and item properties 基于学生特点和项目特性预测阅读理解成绩

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-10-18 DOI: 10.1016/j.stueduc.2023.101309

Mehrdad Yousefpoori-Naeim , Okan Bulut , Bin Tan

引用次数: 0

Enhancing learning-oriented assessment through co-teaching in higher education 在高等教育中实施合作教学强化学习型评价

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-10-10 DOI: 10.1016/j.stueduc.2023.101307

Alfonso López-Hernández , Lyndsay R. Buckingham , Birgit Strotmann

{"title":"Enhancing learning-oriented assessment through co-teaching in higher education","authors":"Alfonso López-Hernández , Lyndsay R. Buckingham , Birgit Strotmann","doi":"10.1016/j.stueduc.2023.101307","DOIUrl":"https://doi.org/10.1016/j.stueduc.2023.101307","url":null,"abstract":"<div><p>This paper explores the contributions of co-teaching to learning-oriented assessment in eight co-taught undergraduate courses, over two academic years, in the fields of Education and Translation and Interpreting; specifically, whether collaborative teaching enhances assessment design and practices while developing instructors’ and students’ assessment literacy. Evidence from reflective teacher diaries and student focus group data was triangulated, with results suggesting a positive effect of co-teaching on formative assessment, especially regarding the quantity and quality of feedback received by students. Concerning summative assessment, transparency and communication were found to be key factors in reducing student concerns over the grading process. Finally, co-teaching appears to enable a two-way street encouraging students to provide feedback to their instructors and, in the process of doing so, develop their own feedback literacy. Overall, co-teaching, when well-planned and coordinated, can facilitate learning-oriented assessment, as well as provide a fruitful space for instructors’ professional development in assessment practices.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"79 ","pages":"Article 101307"},"PeriodicalIF":3.1,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198496","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

Exploring the relationship between educational ICT resources, student engagement, and academic performance: A multilevel structural equation analysis based on PISA 2018 data 探索教育信息通信技术资源、学生参与度和学习成绩之间的关系：基于PISA 2018数据的多层次结构方程分析

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-10-05 DOI: 10.1016/j.stueduc.2023.101308

Yajing Wang , Yashuang Wang

{"title":"Exploring the relationship between educational ICT resources, student engagement, and academic performance: A multilevel structural equation analysis based on PISA 2018 data","authors":"Yajing Wang , Yashuang Wang","doi":"10.1016/j.stueduc.2023.101308","DOIUrl":"https://doi.org/10.1016/j.stueduc.2023.101308","url":null,"abstract":"<div><p>Increasing investment in educational ICT resources is a strategy adopted worldwide to improve student performance in the digital era. Nevertheless, whether the investment is effective and how to realize its positive effect remains unclear. To address these limitations, the dataset of PISA 2018 in five countries and regions with superior academic performance was used, and multilevel structural equation modelling was applied. The results indicated that, first, educational ICT resources are negatively associated with student academic performance. Second, educational ICT resources positively correlate with cognitive-motivational, curriculum-based engagement, and non-curricular engagement. School and home educational ICT resources exhibit strong associations with curriculum-based and cognitive-motivational engagement, respectively. Third, student engagement mediates the relationship between educational ICT resources and academic performance, and this mediating role is different at the school level and the student level. Last, the above relationships show heterogeneities across research countries and regions. Practical implications for governments, schools, and teachers were discussed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"79 ","pages":"Article 101308"},"PeriodicalIF":3.1,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198493","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 boundary-crossing collaboration in research-practice partnerships in teacher education: Empirical insights on co-construction, motivation, satisfaction, trust, and competence enhancement 评估教师教育研究与实践伙伴关系中的跨界合作：关于共建、动机、满意度、信任和能力提升的经验见解

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-30 DOI: 10.1016/j.stueduc.2023.101305

Sandra Fischer-Schöneborn , Timo Ehmke

{"title":"Evaluating boundary-crossing collaboration in research-practice partnerships in teacher education: Empirical insights on co-construction, motivation, satisfaction, trust, and competence enhancement","authors":"Sandra Fischer-Schöneborn , Timo Ehmke","doi":"10.1016/j.stueduc.2023.101305","DOIUrl":"https://doi.org/10.1016/j.stueduc.2023.101305","url":null,"abstract":"<div><p>This study examined boundary-crossing collaboration in a research-practice partnership (RPP) in initial teacher education in Germany, exploring improvements for the theory-practice link. This study aimed to evaluate this particular cooperation format, especially to identify success factors for RPPs and differences between actor groups. Characteristics examined include motivational factors, collaboration aspects, co-constructive knowledge acquisition, competence enhancement and satisfaction. The study drawed on a quantitative survey with 78 participants from four groups: school practitioners, researchers, teacher students, partners from extracurricular organizations. A one-way ANOVA was conducted, and a path model on effective relationships was calculated. Results revealed that RPPs are collaboration “on equal footing”; participation enables professional development in teaching, assessing, and innovation; sharing practical experiences is the dominant factor in knowledge co-construction and main driver of success; and motivation to participate is mainly regulated intrinsically. This study contributes to the international debate on RPPs and advocates their establishment in teacher education.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"79 ","pages":"Article 101305"},"PeriodicalIF":3.1,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198494","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

Student rating consistency in online peer assessment from the perspectives of individual and class 从个人和班级角度看在线同行评估中学生评分的一致性

IF 3.1 2区教育学

Studies in Educational Evaluation Pub Date : 2023-09-18 DOI: 10.1016/j.stueduc.2023.101306

Chi-Cheng Chang, Ju-Shih Tseng

{"title":"Student rating consistency in online peer assessment from the perspectives of individual and class","authors":"Chi-Cheng Chang, Ju-Shih Tseng","doi":"10.1016/j.stueduc.2023.101306","DOIUrl":"https://doi.org/10.1016/j.stueduc.2023.101306","url":null,"abstract":"<div><p>Most of previous studies examined the consistency among two or three student raters giving scores to different peers (i.e. ratees), whereas few of them researched the consistency among more student raters giving scores to different peers (i.e. ratees). The present study aimed to see whether there is a consistency among student raters giving scores to peers in an online assessment activity. Participants of the study were 266 graduate students, with 137 males and 129 females, from 27 classes in a department at some university. Each student was required to give a presentation graded by the peers anonymously. From to the perspective of class, the result of the Kendall coefficient of concordance showed that a proportion of more than half-classes presented a significant correlation with a moderate or strong consistency among student raters giving scores to peers, and thus the number of raters or peers should be more for a higher reliability. The result of Chi-square test from the perspective of individual revealed that students held a consistent standard when giving scores to peers' presentations. Finally the implications for theories and practices are proposed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"79 ","pages":"Article 101306"},"PeriodicalIF":3.1,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50198440","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