Studies in Educational Evaluation最新文献

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Do children speaking indigenous and regional languages benefit equally from updated curricula? A report on a longitudinal quasi-experimental pilot study in Central Asia 讲本地语言和地区语言的儿童是否同样受益于更新的课程？中亚纵向准实验试点研究报告

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-11-13 DOI: 10.1016/j.stueduc.2024.101421

Assel Zholymbekova , Matthew Gordon Ray Courtney , Zamira Rakhymbayeva , Aidana Shilibekova , Aliya Ozhayeva

This study examined the effects of an updated curriculum on the literacy and numeracy development of indigenous and regional language speaking children in Kazakhstan. A quasi-experimentally designed pilot study involved 1717 students from 27 schools. Multilevel parallel linear growth models were used to analyze the impact of the updated curriculum on the co-developmental trajectories of numeracy and literacy from Grade 1 to 3. We found that the benefits of the updated curriculum were experienced equally for both the indigenous Kazakh- and Russian-speaking children. We suggest that modern reform efforts should not assume school-based inadequacies a priori but first test for the equivalent advantage of planned curricula across varying school conditions. We also suggest that other jurisdictions where multiple languages of instruction exist might consider adopting some of the changes implemented in Kazakhstan’s new curriculum for the purpose of improving literacy and numeracy outcomes in early elementary school.

本研究探讨了更新课程对哈萨克斯坦土著和地区语言儿童识字和算术发展的影响。27 所学校的 1717 名学生参加了这项准实验性试点研究。我们采用多层次平行线性增长模型，分析了更新课程对一至三年级计算能力和识字能力共同发展轨迹的影响。我们发现，哈萨克族土著儿童和讲俄语的儿童同样感受到了更新课程带来的益处。我们建议，现代改革工作不应先入为主地假定学校存在不足，而应首先检验计划课程在不同学校条件下的同等优势。我们还建议，存在多种语言教学的其他司法管辖区可以考虑采用哈萨克斯坦新课程中实施的一些改革，以提高小学低年级的识字和算术成绩。

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引用次数: 0

Teaching quality and student achievement inequalities in low- and middle-income countries: A hierarchical linear model analysis 中低收入国家的教学质量与学生成绩不平等：分层线性模型分析

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-11-13 DOI: 10.1016/j.stueduc.2024.101419

Jean-Baptiste M.B. Sanfo

Teaching quality is associated with student achievement, though the strength of this association may vary. This study employs hierarchical linear modeling using PISA-D data to examine the association between teaching quality (teacher support, classroom management, and cognitive support) and mathematics achievement, while disaggregating the analysis by student gender and socioeconomic status (SES). Our findings indicate that cognitive support is negatively associated with student achievement in Ecuador, with no significant association in Cambodia, Guatemala, Honduras, Paraguay, Senegal, or Zambia. Additionally, we found a positive association between classroom management and mathematics in Cambodia, Ecuador, Honduras, and Zambia, but no association in other countries. Similarly, teacher support showed a negative association with mathematics in Ecuador and Honduras, but no significant association in other countries. Beyond these direct associations, our findings suggest that the influence of teaching quality may vary across student gender and SES. We also discuss the policy implications of these findings.

教学质量与学生的学习成绩息息相关，但这种关联的强度可能有所不同。本研究利用 PISA-D 数据，采用分层线性建模方法，研究教学质量（教师支持、课堂管理和认知支持）与数学成绩之间的关系，同时按学生性别和社会经济地位（SES）进行分类分析。我们的研究结果表明，在厄瓜多尔，认知支持与学生的数学成绩呈负相关，而在柬埔寨、危地马拉、洪都拉斯、巴拉圭、塞内加尔或赞比亚，认知支持与学生的数学成绩无显著关联。此外，我们还发现，在柬埔寨、厄瓜多尔、洪都拉斯和赞比亚，课堂管理与数学成绩呈正相关，而在其他国家则无相关。同样，在厄瓜多尔和洪都拉斯，教师支持与数学成绩呈负相关，但在其他国家则无明显关联。除了这些直接关联之外，我们的研究结果还表明，教学质量的影响可能因学生的性别和社会经济地位而异。我们还讨论了这些发现对政策的影响。

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引用次数: 0

Exploring the impact of student perceptions of Assessment for Learning on intrinsic motivation 探索学生对学习评价的看法对内在动机的影响

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-11-09 DOI: 10.1016/j.stueduc.2024.101420

Ron J. Pat-El , Natascha de Hoog , Mien Segers , Paul Vedder

Does student perception of Assessment for Learning (AfL) predict intrinsic motivation and is this relation mediated by the fulfillment of the needs for autonomy, relatedness, and competence? A total of 1658 students from junior vocational high schools completed a questionnaire assessing intrinsic motivation, need fulfillment for autonomy, relatedness, and competence, and perceptions of AfL practices. Structural equation modelling (SEM) was used to test the multiple mediation model of intrinsic motivation predicted by AfL through basic need fulfillment. Results indicated that AfL positively predicted intrinsic motivation, and this relation was fully mediated by fulfillment of needs for competence and relatedness, but not for autonomy. Perceived scaffolding predicted the fulfillment of all three basic needs and emerged as the primary predictor of intrinsic motivation. These findings indicate that fostering competence and relatedness through AfL practices may enhance student motivation.

学生对 "学习评价"（AfL）的感知是否能预测内在学习动机，这种关系是否以自主性、相关性和能力需求的满足为中介？共有 1658 名来自初级职业中学的学生填写了一份调查问卷，对学生的内在动机、自主性、相关性和能力需求的满足情况以及对学习评价做法的看法进行了评估。研究采用结构方程模型（SEM）来检验通过基本需求满足来预测非语言学习的内在动机的多重中介模型。结果表明，非语言学习对内在动机有积极的预测作用，这种关系完全由能力和相关性需求的满足而非自主性需求的满足所中介。感知到的脚手架可以预测所有三种基本需求的满足情况，并成为内在动机的主要预测因素。这些研究结果表明，通过非洲语言教学实践培养能力和相关性可以提高学生的学习动机。

引用次数: 0

How are pre-service physical education teachers’ perceptions of educator-created (dis)empowering climates associated with their motivational processes and teaching intention? 职前体育教师对教育者营造的（不）赋权氛围的看法与他们的动机过程和教学意图有何关联？

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-11-08 DOI: 10.1016/j.stueduc.2024.101417

Rafael Burgueño , Ginés D. López-García , Antonio Baena-Extremera , Antonio Granero-Gallegos

Building upon the bright and dark pathways outlined in Self-Determination Theory and Duda and Appleton's (2016) hierarchical conceptualisation of motivational climate, the purpose of this research was to examine how perceived educator-created (dis-)empowering climates can be combined and related to need-based experiences, quality of motivation, and teaching intention in initial physical education (PE) teacher education. A convenience sample of 369 pre-service PE teachers (197 men and 171 women, M_age = 27.28, SD_age = 6.71) participated in this cross-sectional research. The results from the structural equation modelling found a positive relationship from a perceived empowering climate to teaching intention via need satisfaction and autonomous (indirect effect: β = .053, 95 %CI = .015–.091, p-value = .022), as well as a negative association from a perceived disempowering climate to teaching intention via need frustration and amotivation (indirect effect: β = -.046, 95 %CI = -.091 to − .002, p-value = .047).The results from the latent profile analysis identified four profiles with varying levels of (dis-)empowering climates. The high empowering–low disempowering profile was the most adaptive in motivational outcomes and teaching intention whereas the moderate empowering–very high disempowering and low empowering–high disempowering profiles were the most maladaptive, with the former having more controlled motivation and the latter being more amotivated. The moderate empowering–moderate disempowering profile was less adaptive than the high empowering-low disempowering profile, and less maladaptive than the moderate empowering–very high disempowering and low empowering–high disempowering profiles. This study highlights that the teacher educator combines (dis-)empowering climates to varying degrees with different contributions to specific motivational outcomes and teaching intention among pre-service PE teachers.

基于自我决定理论（Self-Determination Theory）中概述的明暗途径以及杜达和阿普尔顿（Duda and Appleton）（2016 年）对激励氛围的分层概念化，本研究旨在探讨在初始体育教师教育中，教育者所感知的（不）赋权氛围如何与基于需求的体验、激励质量和教学意向相结合并相互关联。369 名职前体育教师（男 197 人，女 171 人，平均年龄 = 27.28 岁，平均年龄 = 6.71 岁）参与了这项横断面研究。结构方程模型的结果表明，从感知到的赋权氛围到教学意向之间通过需求满足和自主性存在正相关关系（间接效应：β = .053，95 %CI = .015-.091，p 值 = .潜在特征分析的结果确定了四种不同程度的（失）赋权氛围。高赋权-低失权剖面在动机结果和教学意向方面最具适应性，而中等赋权-极高失权和低赋权-高失权剖面则最具适应性，前者的动机更受控制，后者的动机更不积极。中度赋权-中度失权状况的适应性低于高度赋权-低度失权状况，适应不良程度低于中度赋权-高度失权状况和低度赋权-高度失权状况。本研究强调，教师教育者在不同程度上结合了（失能）赋权氛围，对职前体育教师的特定动机结果和教学意向产生了不同的影响。

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引用次数: 0

Online peer feedback training based on self-regulated learning in english as a foreign language writing: Perceived usefulness and students’ engagement 基于外语写作中自我调节学习的在线同伴反馈培训：感知有用性和学生参与度

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-11-07 DOI: 10.1016/j.stueduc.2024.101418

Thi Thanh Thao TRAN , Qing MA

Peer feedback is crucial in second language academic writing. As technology progresses, online peer feedback is replacing traditional feedback methods in tertiary education. In this study, wherein we utilized Zimmerman’s self-regulated learning model, the authors aimed to train English as a foreign language (EFL) students in providing self-regulated learning-based online peer feedback over one semester. We explored English as a foreign language students’ engagement in providing and receiving feedback, their interpretations, their follow-up actions in response to peer feedback during the training, and their overall perceived improvements in self-regulated writing strategies by analyzing the feedback that peers received and how they responded to that feedback. Data were collected from analyses of peer feedback on essays written by 20 Vietnamese university students. The results revealed that feedback typically includes critical and constructive remarks about language details, as well as praise for content; students prioritize feedback on local language aspects such as grammar and vocabulary over aspects such as global content and structure. The results also showed that providing and receiving online peer feedback significantly enhance English as a foreign language students’ self-regulated writing strategy use by fostering learning motivation, positive attitudes toward online peer feedback, a positive learning environment, and the increased use of writing and peer help-seeking strategies, as well as self-improvement strategies and knowledge transfers from peer assistance across the three phases of self-regulated learning. These findings suggest that self-regulated learning-based online peer feedback can enhance English as a foreign language students’ writing skills and strategic learning application, providing insights for instructional practice.

同伴反馈在第二语言学术写作中至关重要。随着技术的进步，在线同伴反馈正在取代高等教育中的传统反馈方法。在本研究中，作者利用齐默尔曼的自我调节学习模型，旨在培训英语作为外语（EFL）的学生在一个学期内提供基于自我调节学习的在线同伴反馈。我们通过分析同伴收到的反馈以及他们如何回应反馈，探讨了英语作为外语的学生在提供和接收反馈时的参与度、他们对反馈的解释、他们在培训期间回应同伴反馈的后续行动，以及他们在自我调节写作策略方面的总体改进。数据来自对 20 名越南大学生所写论文的同伴反馈的分析。结果显示，反馈通常包括对语言细节的批评性和建设性意见，以及对内容的赞扬；学生优先考虑语法和词汇等本地语言方面的反馈，而不是整体内容和结构等方面的反馈。研究结果还表明，提供和接受在线同伴反馈能促进学习动机、对在线同伴反馈的积极态度、积极的学习环境、在自我调节学习的三个阶段中更多地使用写作和寻求同伴帮助的策略，以及自我改进策略和从同伴帮助中获得知识迁移，从而显著提高外语专业学生自我调节写作策略的使用。这些研究结果表明，基于自我调节学习的在线同伴反馈可以提高英语作为外语的学生的写作技能和策略性学习应用，为教学实践提供启示。

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引用次数: 0

Hitting the mark? A user perspective on the relevance and irrelevance of school performance indicators 命中目标？从用户角度看学校绩效指标的相关性和无关性

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-11-06 DOI: 10.1016/j.stueduc.2024.101416

Roos Van Gasse, Evelyn Goffin, Laura Peeters, Jan Vanhoof

Many educational systems implemented standardized tests to monitor educational quality and provide schools with performance feedback. However, one of the key characteristics that influence if and how users use such feedback is its perceived relevance. Adding to the current state of the art, this study brings in a situational perspective in the perceived relevance of performance indicators. By means of 19 in-depth interviews, this study provides insights into which feedback indicators are perceived as relevant or irrelevant and why they are. The results show that feedback relevance is not only determined by performance feedback as such, but also by the user that makes sense of it and the context in which users operate. Therefore, feedback designers face the challenge of integrating these different perspectives to facilitate actual feedback use and school improvement.

许多教育系统实施标准化测试，以监测教育质量，并为学校提供成绩反馈。然而，影响用户是否以及如何使用这些反馈的关键特征之一是其感知相关性。本研究从情境的角度出发，对绩效指标的相关性进行了研究，从而对当前的研究现状进行了补充。通过 19 次深入访谈，本研究深入探讨了哪些反馈指标被视为相关或不相关，以及它们为何相关。研究结果表明，反馈相关性不仅取决于绩效反馈本身，还取决于用户对绩效反馈的理解以及用户的工作环境。因此，反馈设计者面临的挑战是如何整合这些不同的视角，以促进反馈的实际使用和学校的改进。

引用次数: 0

Predicting the Mathematics Literacy of Resilient Students from High‐performing Economies: A Machine Learning Approach 预测来自绩优经济体的适应性强的学生的数学素养：机器学习方法

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-11-04 DOI: 10.1016/j.stueduc.2024.101412

Yimei Zhang, Maria Cutumisu

Mathematics is a crucial yet challenging subject for all students. Therefore, it is important to understand the role of academic resilience in mathematics, which enables students to overcome academic challenges. This study applied two machine learning algorithms, Lasso Regression (LR) and Random Forest (RF), to predict the mathematics literacy of resilient students from high-performing economies across cultures in PISA 2022. The findings indicated both RF and LR performed better in Western cultures than in Eastern cultures. Furthermore, in Eastern cultures, mathematics self-efficacy for 21st-century skills played an important role in predicting resilient students’ mathematics literacy, followed by self-efficacy towards mathematics, and mathematics anxiety. In Western cultures, self-efficacy towards mathematics was the predominant predictor, followed by mathematics self-efficacy for 21st-century skills. Theoretically, this study identifies key factors in predicting resilient students’ mathematics literacy across cultures. Methodologically, it is the first to apply ML in exploring resilient students’ mathematics literacy. Practically, it guides educators interested in developing interventions to improve resilient students’ mathematics literacy.

数学对所有学生来说都是一门重要而又充满挑战的学科。因此，了解学业适应力在数学中的作用非常重要，它能帮助学生克服学业挑战。本研究应用了两种机器学习算法--拉索回归（LR）和随机森林（RF）--来预测 2022 年国际学生评估项目（PISA）中来自不同文化背景的高绩效经济体学生的数学素养。研究结果表明，RF 和 LR 在西方文化中的表现均优于东方文化。此外，在东方文化中，21 世纪技能的数学自我效能感在预测抗挫折学生的数学素养方面发挥了重要作用，其次是数学自我效能感和数学焦虑。在西方文化中，对数学的自我效能感是最主要的预测因素，其次是对 21 世纪技能的数学自我效能感。从理论上讲，本研究确定了预测不同文化背景下弹性学生数学素养的关键因素。在方法论上，本研究首次将 ML 应用于探究具有适应力的学生的数学素养。在实践中，它为有兴趣制定干预措施以提高有适应力学生数学素养的教育工作者提供了指导。

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引用次数: 0

What value do standardized observation systems add to summative teacher evaluation systems? 标准化观察系统对终结性教师评价系统有何价值？

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-10-30 DOI: 10.1016/j.stueduc.2024.101414

Mark White , Bridget Maher

Teacher evaluation systems work to balance summative and formative goals. Instructional observations are an important part of such systems, allowing evaluation to directly impact instruction. Research shows that summative and formative goals can conflict with each other. This paper examines whether the summative usage of observation scores contributes to summative evaluation. We find that, after accounting for traditional principal ratings, observation scores provide little predictive validity for identifying high quality teachers. Given the reviewed negative impacts of summative uses of observation scores in teacher evaluation, teacher evaluation systems should reconsider the summative usage of observation scores.

教师评价体系努力平衡终结性目标和形成性目标。教学观察是此类系统的重要组成部分，可使评价直接影响教学。研究表明，终结性目标和形成性目标可能相互冲突。本文研究了观察评分的终结性使用是否有助于终结性评价。我们发现，在考虑了传统的校长评级后，观察评分对识别优质教师的预测效力很小。鉴于观察评分在教师评价中的终结性使用所产生的负面影响，教师评价体系应重新考虑观察评分的终结性使用。

引用次数: 0

Exploring factors influencing teacher self-efficacy in implementing inclusive education in Cambodia: A two-level hierarchical linear model 探索影响柬埔寨教师实施全纳教育自我效能感的因素：两级分层线性模型

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-10-30 DOI: 10.1016/j.stueduc.2024.101415

Sokunrith Pov , Norimune Kawai , Rie Murakami

This study examined teachers’ self-efficacy for inclusive practices and identified factors influencing it. The study involved 1008 primary school teachers from 236 schools across Cambodia. It was guided by a conceptual framework grounded in Bandura’s Theory of Self-Efficacy, addressing existing research gaps and incorporating empirical insights into the factors shaping teachers’ self-efficacy for inclusive practices. Using descriptive statistics, exploratory factor analysis, reliability tests, and the two-level hierarchical linear model (HLM), the study found that teachers reported the highest self-efficacy in managing behaviours and the lowest in collaboration, especially with parents. Factors such as gender, interaction experience, inclusive education training, knowledge of disabilities, and the implementation of inclusive education programmes significantly influenced their self-efficacy. The study’s findings provide valuable insights for improving teacher education in the context of inclusive practices.

本研究考察了教师在全纳实践中的自我效能感，并确定了影响因素。柬埔寨全国 236 所学校的 1008 名小学教师参与了这项研究。研究以班杜拉的 "自我效能理论"（Theory of Self-Efficacy）为基础的概念框架为指导，填补了现有研究的空白，并将经验性见解融入影响教师全纳实践自我效能感的因素中。通过描述性统计、探索性因素分析、可靠性测试和两级分层线性模型（HLM），研究发现，教师在行为管理方面的自我效能感最高，而在合作方面，尤其是与家长合作方面的自我效能感最低。性别、互动经验、全纳教育培训、残疾知识和全纳教育计划的实施情况等因素对教师的自我效能感有很大影响。研究结果为在全纳实践中改进教师教育提供了宝贵的启示。

引用次数: 0

Investigating anonymity in formative and summative peer assessment: Effects on university students’ social-affective factors, perceptions and preference 调查形成性和终结性同行评估中的匿名性：对大学生社会情感因素、认知和偏好的影响

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-10-25 DOI: 10.1016/j.stueduc.2024.101410

Juan Fraile , Meritxell Monguillot , Carles González-Arévalo , Paula Lehane , Ernesto Panadero

This study examines the impact of anonymity on students’ social-affective processes, as well as their perceptions and preferences regarding peer assessment and grading for both formative and summative purposes. 177 higher education students participated in this quasi-experimental study. They participated in two peer assessment activities after receiving training on the provision of effective feedback. The first peer assessment activity was formative in nature, while the second was summative. The study had two conditions: anonymous peer assessment and non-anonymous peer assessment. Results indicate that although 73.6 % of all students (90.5 % in the anonymous condition and 56.5 % in the non-anonymous condition) preferred anonymous peer assessment, this preference did not significantly impact perceptions of fairness or peer pressure. This challenges assumptions around the effects of anonymity. Interestingly, non-anonymous settings were still favourably viewed, with the open-ended responses indicating the value of face-to-face dialogue. This suggests that non-anonymous, highly formative peer assessment requiring more interaction may lead to better social and interpersonal outcomes.

本研究探讨了匿名对学生社会情感过程的影响，以及他们对形成性和终结性同伴评价和评分的看法和偏好。177 名高校学生参与了这项准实验研究。他们在接受了提供有效反馈的培训后，参加了两次同伴互评活动。第一项同伴互评活动是形成性的，第二项是总结性的。研究分为两种情况：匿名同伴互评和非匿名同伴互评。结果表明，尽管 73.6% 的学生（匿名条件下为 90.5%，非匿名条件下为 56.5%）更喜欢匿名同伴互评，但这种偏好并没有对公平性或同伴压力的感知产生重大影响。这对有关匿名影响的假设提出了挑战。有趣的是，非匿名环境仍然受到好评，开放式回答显示了面对面对话的价值。这表明，需要更多互动的非匿名、高度形成性同伴评价可能会带来更好的社会和人际关系结果。

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