Assessment & Evaluation in Higher Education最新文献_第9页

Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education 设置SET:澳大利亚高等教育中学生评价教学的情境映射

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-10-19 DOI: 10.1080/02602938.2022.2130169

Margaret Lloyd, Freya Wright-Brough

{"title":"Setting out SET: a situational mapping of student evaluation of teaching in Australian higher education","authors":"Margaret Lloyd, Freya Wright-Brough","doi":"10.1080/02602938.2022.2130169","DOIUrl":"https://doi.org/10.1080/02602938.2022.2130169","url":null,"abstract":"Abstract The student evaluation of teaching (SET) in higher education has become an increasingly complex and subjectively contested area. From a singular purpose in seeking information to improve teaching in the 1920s, evaluation has now expanded to encompass administrative and regulatory purposes. Currently, evaluation impacts on personal and institutional reputation and is frequently used as a benchmark in determining and shaping individual academic careers. The value and purpose of evaluation is open to ongoing debate, as is the notion of transparency regarding who should have access to evaluation data (quantitative scores and/or free text comments). This paper presents the outcome of a situational mapping we conducted to better understand student evaluations of teaching in Australian higher education. We identified the component actors, actants and elements of the setting and derived a list of the discursive constructions which drive the relationships between them. To test the efficacy of our mapping in terms of isolating situations within the broader setting, we describe three hypothetical case studies: making student evaluations public, closing the loop and academic surveillance.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"48 1","pages":"790 - 805"},"PeriodicalIF":4.4,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41528645","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: 2

‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning? “我不知道人们是否意识到他们话语的影响”:实习期间的反馈如何影响护理学生的学习?

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-10-11 DOI: 10.1080/02602938.2022.2130168

Matthieu Hausman, J. Dancot, B. Petre, M. Guillaume, P. Detroz

{"title":"‘I don’t know if people realize the impact of their words’: how does feedback during internship impact nursing student learning?","authors":"Matthieu Hausman, J. Dancot, B. Petre, M. Guillaume, P. Detroz","doi":"10.1080/02602938.2022.2130168","DOIUrl":"https://doi.org/10.1080/02602938.2022.2130168","url":null,"abstract":"Abstract Previous studies on the factors that can affect self-esteem and clinical skills during training among bachelor’s-level nursing students in Belgium have shown that internships – and evaluation and feedback moments, more specifically – were key points in that process. We did a study to better understand how students experience those moments and which specific aspects of feedback are involved. This article focuses on how feedback is experienced and on the consequences of that in terms of learning. Here we identify the aspects of feedback that can result in positive or negative experiences, with different implications for learning. Our findings highlight the key role that – along with valence – the focus and tone of feedback plays. In addition, students’ lived experience can heighten or dampen their motivation to act on feedback and affect how they regulate their learning behavior when feedback is experienced either positively or negatively. Generally speaking, students show resistance or rejection when feedback is experienced negatively. While these results are consistent with other studies, further research is needed to explore the emotional process at work in feedback processing.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"48 1","pages":"777 - 789"},"PeriodicalIF":4.4,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48298156","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: 2

Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment 男人和女人真的不同吗?性别和培训对同伴评分和对同伴评估的看法的影响

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-10-10 DOI: 10.1080/02602938.2022.2130167

J. C. Ocampo, E. Panadero, Fernando Díez

{"title":"Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment","authors":"J. C. Ocampo, E. Panadero, Fernando Díez","doi":"10.1080/02602938.2022.2130167","DOIUrl":"https://doi.org/10.1080/02602938.2022.2130167","url":null,"abstract":"Abstract A number of studies have expressed that gender might be a source of difference and bias in peer assessment activities. However, evidence supporting this remains mixed and scant. The present study examined gender difference and accuracy bias between men and women assessors’ peer scoring of same-sex or opposite-sex writing samples using a quasi-experimental approach in which we implemented peer assessment training to explore if it could minimise gender difference and bias. Additionally, we also explored the effects on participants’ perceptions of trust and comfort in giving peer scores. A total of 145 (men = 25) psychology students enrolled in four separate courses participated in this study. Two of the classes received peer assessment training, while the other two only received task instructions. Participants were divided into eight scoring subgroups where they peer scored three writing samples of varying quality (poor, average and excellent) using a scoring rubric in Eduflow. We found that, regardless of their training condition, men and women assessors did not differ in their peer scores of men and women peers. Only untrained men assessors showed less trust in their abilities and discomfort when peer scoring women assessees’ writing samples.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"48 1","pages":"760 - 776"},"PeriodicalIF":4.4,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59373329","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: 1

We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation 我们不能同意不同意见：确保学士论文写作、监督和评估的一致性、透明度和公平性

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-09-28 DOI: 10.1080/02602938.2022.2125931

Riina Koris, Rauno Pello

{"title":"We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation","authors":"Riina Koris, Rauno Pello","doi":"10.1080/02602938.2022.2125931","DOIUrl":"https://doi.org/10.1080/02602938.2022.2125931","url":null,"abstract":"Abstract Writing, supervision and evaluation of students’ dissertations has received a fair share of attention in academic literature, with a focus on problems of marking, information processing mechanisms, worldviews and more. In most texts, problems of inconsistency, transparency and fairness are identified, leading to frustration among supervisors, assessors and students. This article shares positive experience on the creation and application of an instrument which would benefit educators and contribute practical solutions on how the issues of inconsistency, transparency and fairness within the bachelor thesis process could be tackled. Using design science research, which utilizes gained knowledge to solve problems, create change or improve existing solutions, we developed the bachelor thesis writing and assessing instrument. Following three iterations of the instrument among writers, supervisors and assessors of bachelor theses at the Estonian Business School, we conclude that the use of the instrument has greatly improved consistency, transparency and fairness of the thesis-process, thus benefitting all three parties in particular and the university in general.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"48 1","pages":"736 - 747"},"PeriodicalIF":4.4,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41781929","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: 2

Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning 玩SET游戏：教师如何看待学生评价对教学体验的影响

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-09-25 DOI: 10.1080/02602938.2022.2126430

R. Lakeman, R. Coutts, M. Hutchinson, D. Massey, Dima Nasrawi, Jann Fielden, Megan Lee

{"title":"Playing the SET game: how teachers view the impact of student evaluation on the experience of teaching and learning","authors":"R. Lakeman, R. Coutts, M. Hutchinson, D. Massey, Dima Nasrawi, Jann Fielden, Megan Lee","doi":"10.1080/02602938.2022.2126430","DOIUrl":"https://doi.org/10.1080/02602938.2022.2126430","url":null,"abstract":"Abstract Student evaluation of teaching (SET) has become a ubiquitous feature of higher education. The attainment and maintenance of positive SET is essential for most teaching staff to obtain and maintain tenure. It is not uncommon for teachers to receive offensive and non-constructive commentary unrelated to teaching quality. Regular exposure to SET contributes to stress and adversely impacts mental health and well-being. We surveyed Australian teaching academics in 2021, and in this paper, we explore the perceived impacts of SET on the teaching and learning experience, academic standards and quality. Many respondents perceived that SET contributes to an erosion of standards and inflation of grades. A thematic analysis of open-ended questions revealed potential mechanisms for these impacts. These include enabling a culture of incivility, elevating stress and anxiety in teaching staff, and pressure to change approaches to teaching and assessment to achieve the highest scores. Playing the SET game involves balancing a commitment to quality and standards with concessions to ensure optimal student satisfaction. Anonymous SET is overvalued, erodes standards and contributes to incivility. The process of SET needs urgent reform.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"48 1","pages":"749 - 759"},"PeriodicalIF":4.4,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41672336","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: 5

How does grade inflation affect student evaluation of teaching? 分数膨胀如何影响学生对教学的评价?

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-09-25 DOI: 10.1080/02602938.2022.2126429

Byung-Ryun Park, Joonmo Cho

引用次数: 4

Assessors’ perspectives of an oral assessment within a teaching performance assessment 评核员对教学表现评估中口头评核的看法

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-09-15 DOI: 10.1080/02602938.2022.2122930

Julia Mascadri, Nerida Spina, Rebecca Spooner-Lane, Elizabeth Briant

引用次数: 1

The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education 到终点了吗?二十年来英国高等教育竞争性评估和研究经费的定量分析

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-09-09 DOI: 10.1080/02602938.2022.2120961

A. Kelly

{"title":"The end of the line? A quantitative analysis of two decades of competitive assessment and research funding in UK higher education","authors":"A. Kelly","doi":"10.1080/02602938.2022.2120961","DOIUrl":"https://doi.org/10.1080/02602938.2022.2120961","url":null,"abstract":"Abstract The Research Excellence Framework is a high-stakes exercise used by the UK government to allocate billions of pounds of quality-related research (QR) funding and used by the media to rank universities and their departments in national league tables. The 2008, 2014 and 2021 assessments were zero-sum games in terms of league table position because the outcomes were captured as Grade Point Averages (GPA) on a ratio scale, unlike the 1996 and 2001 iterations when departments were ranked on a simple seven-point ordinal scale. Although league tables were never part of the assessment itself, they were inevitable in 2008, 2014 and 2021 given the nature of the scoring, and subsequent league table position had a significant effect on investment and disinvestment within universities. This paper uses data from the 2008, 2014 and 2021 assessments to look at the changing competitiveness of different subjects, the size of submissions, and how these are related to QR funding. It finds that competition in the UK research sector is exceptionally tough, but that competitiveness and QR funding are so closely related to submission size that it calls into question the benefit of carrying out any more assessment exercises in their current format.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"48 1","pages":"701 - 722"},"PeriodicalIF":4.4,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47381200","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: 1

What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives 大学生如何看待反馈素养?香港学生观点的生态诠释

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-09-08 DOI: 10.1080/02602938.2022.2121380

Y. Zhan

引用次数: 5

Psychometric properties of the academic procrastination scale in Spanish university students 西班牙大学生学业拖延量表的心理测量特征

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-09-05 DOI: 10.1080/02602938.2022.2117791

L. Martín-Antón, Leandro S. Almedia, M. Sáiz-Manzanares, Marta Álvarez‐Cañizo, M. Carbonero

{"title":"Psychometric properties of the academic procrastination scale in Spanish university students","authors":"L. Martín-Antón, Leandro S. Almedia, M. Sáiz-Manzanares, Marta Álvarez‐Cañizo, M. Carbonero","doi":"10.1080/02602938.2022.2117791","DOIUrl":"https://doi.org/10.1080/02602938.2022.2117791","url":null,"abstract":"Abstract Procrastination in academic activities is common amongst university students, and has negative consequences for their personal as well as academic development. As a result, there is a need for valid –yet at the same time brief and clear-cut– measurement tools that enable the specific procrastinating behaviour of university students to be measured. This work explores in depth the psychometric properties of the Spanish version of the Academic Procrastination Scale, a widely used brief tool in secondary and higher education in the Spanish speaking world. The scale was applied to a total of 1734 university students, together with the Procrastination Assessment Scale-Students (PASS), the Unintentional Procrastination Scale (UPS) and the Active Procrastination Scale (APS). Factor analyses indicate the best fit is a structure involving four interrelated factors (task aversion, poor time management, low emotional and motivational self-control, and risk assumption) compared to other proposed models. The model presents factorial invariance between men and women, and adequate convergent validity. We discuss the implications of using this scale in higher education, since differentiating the four factors might help to identify different support measures depending on university student needs.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"48 1","pages":"642 - 656"},"PeriodicalIF":4.4,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48229762","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: 2