Studies in Educational Evaluation最新文献

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Larger immigrant-native academic achievement gaps in EU countries: A study of the PISA assessment from 2006 to 2022 欧盟国家移民与本土学生学业成绩差距较大：2006年至2022年PISA评估研究

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-03-01 Epub Date: 2026-01-07 DOI: 10.1016/j.stueduc.2025.101556

Qingke Guo , Xiaojie Xin

This study employs PISA data (2006–2022) to examine immigrant-native achievement gaps in EU and non-EU nations across three sub-studies. Study 1 reveals that immigrant disadvantage is not universal; in fact, immigrant students outperform their native peers in many non-EU and several EU nations. Study 2, focusing on stable EU member states, finds consistently larger achievement gaps in EU nations compared to non-EU nations. Study 3 utilizes latent growth modeling and identifies no significant divergence in gap trends between EU and non-EU education systems. According to existing literature, these differences may originate from factors such as migration policy selectivity, socioeconomic backgrounds, and institutional responsiveness. Although performance gaps persist, EU nations exhibit lower within-country score dispersion, pointing to greater internal equity. The study concludes with policy recommendations aimed at narrowing these gaps, including refining immigrant screening mechanisms, enhancing teacher preparation in multicultural education, and reforming early tracking systems.

本研究采用国际学生评估项目（PISA）数据（2006-2022年），通过三个子研究来检验欧盟和非欧盟国家移民与本土的成就差距。研究1表明，移民劣势并非普遍存在；事实上，在许多非欧盟国家和一些欧盟国家，移民学生的表现超过了本国学生。研究2聚焦于稳定的欧盟成员国，发现与非欧盟国家相比，欧盟国家的成就差距一直更大。研究3利用潜在增长模型，发现欧盟和非欧盟教育体系之间的差距趋势没有显著差异。根据现有文献，这些差异可能源于移民政策选择性、社会经济背景和制度响应等因素。尽管表现差距仍然存在，但欧盟国家表现出较低的国内得分差异，表明其内部公平程度更高。该研究最后提出了旨在缩小这些差距的政策建议，包括完善移民筛选机制，加强多元文化教育中的教师准备，改革早期跟踪系统。

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引用次数: 0

Academic ability generates better quality feedback: Evidence from PeerWise assessments 学术能力产生更高质量的反馈：来自PeerWise评估的证据

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-03-01 Epub Date: 2026-01-27 DOI: 10.1016/j.stueduc.2026.101566

Wanning Huang, Jason M. Stephens, Gavin T.L. Brown

The provision of feedback by students to peers contributes to their own learning and performance, improves learning experiences, and enhances understanding, problem-solving, and self-assessment abilities. However, the nature of feedback generated by students is not fully understood and, given its ubiquity, merits further investigation. In the present study, undergraduate students (N = 226) were asked to provide feedback on multiple-choice questions they had created. Each student’s generated feedback utterance (N = 977) was coded for complexity, and item response theory methods were used to eliminate non-discriminating feedback types. Five types of feedback fit the item response theory model: verification, justification, explication, source, and metacognition. Structural equation modelling indicated that students’ midterm academic performance predicted both the length and complexity of students’ generated feedback. The latter also predicted end-of-course performance.

学生向同伴提供反馈有助于他们自己的学习和表现，改善学习经验，提高理解能力，解决问题的能力和自我评估能力。然而，由学生产生的反馈的性质尚不完全清楚，鉴于其无处不在，值得进一步研究。在本研究中，本科生（N = 226）被要求对他们设计的多项选择题提供反馈。每个学生生成的反馈话语（N = 977）按照复杂度进行编码，并采用项目反应理论方法剔除非歧视性反馈类型。五种类型的反馈符合项目反应理论模型：验证、证明、解释、来源和元认知。结构方程模型表明，学生的期中学习成绩预测了学生生成反馈的长度和复杂性。后者还预测了课程结束时的表现。

引用次数: 0

Master’s students’ perceptions of supervisory feedback and its links to engagement and learning: A mixed-methods study 硕士生对主管反馈的看法及其与参与和学习的联系：一项混合方法研究

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-03-01 Epub Date: 2026-01-22 DOI: 10.1016/j.stueduc.2026.101563

Kim-Daniel Vattøy

This concurrent mixed-methods study examined how master’s students (n = 179) perceive supervisory feedback and how these perceptions relate to feedback engagement and learning. Quantitative data from validated scales were analysed using factor, descriptive, correlation, and regression analyses, while qualitative responses underwent thematic analysis. All dimensions correlated positively with feedback engagement, but regression analysis showed that feedback engagement was most strongly predicted by perceived supervisor contribution to learning, followed by satisfaction with supervisor and task-focused feedback. Qualitative findings revealed four themes: supervisory support as a confidence anchor, negotiating clarity and consistency in feedback, adaptive feedback engagement through reflection and critical judgement, and coping with ambiguity and emotional strain in feedback use. These findings suggest that while task-focused feedback is important, relational support and clarity are critical for fostering adaptive feedback engagement. Implications include enhancing supervisor training to foster dialogic, learning-focused feedback that nurtures self-belief, autonomy, and resilience.

这项同时进行的混合方法研究考察了硕士生（n = 179）如何感知主管反馈，以及这些感知如何与反馈参与和学习联系起来。通过因子分析、描述分析、相关分析和回归分析对有效量表的定量数据进行分析，而定性反应则进行专题分析。所有维度都与反馈敬业度呈正相关，但回归分析显示，反馈敬业度最能被感知到的主管对学习的贡献所预测，其次是对主管的满意度和以任务为中心的反馈。定性研究结果揭示了四个主题：作为信心锚的监管支持，反馈的谈判清晰度和一致性，通过反思和批判性判断进行适应性反馈参与，以及应对反馈使用中的模糊性和情绪紧张。这些发现表明，虽然以任务为中心的反馈很重要，但关系支持和清晰度对于促进适应性反馈参与至关重要。其影响包括加强主管培训，以促进对话和以学习为重点的反馈，从而培养自信、自主和适应能力。

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引用次数: 0

Distributed leadership and teacher job satisfaction over time: A large-scale trend analysis of TALIS 2013 and 2018 分布式领导与教师工作满意度随时间的变化：2013和2018年TALIS的大规模趋势分析

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-03-01 Epub Date: 2025-12-10 DOI: 10.1016/j.stueduc.2025.101555

Nurullah Eryilmaz , Mehmet Şükrü Bellibaş , Izhak Berkovich

This study investigates international trends in distributed leadership and teacher job satisfaction, using data from the 2013 and 2018 cycles of the OECD Teaching and Learning International Survey. Focusing on countries that participated in both waves, the study addresses two key aims: (1) to examine cross-national changes in mean levels of teacher job satisfaction, both with the profession and the workplace, between 2013 and 2018, and to assess the statistical significance of these changes; and (2) to explore whether the strength of the relationship between distributed leadership and the two dimensions of job satisfaction has changed over time, and whether these changes varied significantly across countries. The findings revealed a significant overall decline in both aspects of teacher satisfaction from 2013 to 2018, with varying results across countries. However, the decline was larger for teacher satisfaction with the profession. We also found that although the overall association between distributed leadership and job satisfaction with the work environment remained largely stable, the overall relationship between distributed leadership and job satisfaction with the profession showed a slight decline; this change was not statistically significant. We conclude that leadership remains a crucial driver of teacher job satisfaction.

本研究调查了分布式领导和教师工作满意度的国际趋势，使用了2013年和2018年经合组织教与学国际调查周期的数据。该研究聚焦于参与这两波浪潮的国家，旨在实现两个关键目标：(1)研究2013年至2018年间教师职业和工作场所平均工作满意度的跨国变化，并评估这些变化的统计意义；(2)探讨分布式领导与工作满意度两个维度之间的关系强度是否随时间而变化，以及这些变化是否在各国之间存在显著差异。调查结果显示，从2013年到2018年，教师满意度的这两个方面都出现了显著的总体下降，各国的结果各不相同。然而，教师对该职业的满意度下降幅度更大。我们还发现，尽管分布式领导与工作环境工作满意度之间的总体关系保持基本稳定，但分布式领导与职业工作满意度之间的总体关系略有下降；这一变化在统计学上不显著。我们得出结论，领导仍然是教师工作满意度的关键驱动因素。

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引用次数: 0

Inequitable distribution of teachers in K-12 education: A systematic quantitative review K-12教育中教师分配不均：一项系统的定量评估

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.stueduc.2026.101576

Yuankun Yao , Karen M. Potter

This systematic review analyzes 322 comparisons from 24 studies to assess inequities in the distribution of underprepared teachers in U.S. K–12 schools. Findings show that schools serving marginalized students consistently have higher proportions of underprepared teachers. The size of these disparities varies based on how teacher quality is measured—larger gaps appear when using licensure scores or college degrees compared to value-added metrics. Since 2005, school-level disparities have slightly narrowed, but student-level inequities have persisted or worsened. Trends differ by indicator: gaps in experience and value-added scores have widened, while gaps based on teacher credentials have narrowed. The review suggests shifting policy focus from certification-based metrics to measures that better predict student outcomes, like pedagogical content knowledge and classroom effectiveness. Within-school equity strategies, such as transparent teacher assignments and strong mentoring systems, are also recommended to ensure all students have access to effective, well-supported educators.

本系统综述分析了来自24项研究的322个比较，以评估美国K-12学校中准备不足的教师分布的不平等。调查结果显示，为边缘化学生服务的学校，准备不足的教师比例一直较高。这些差距的大小取决于衡量教师质量的方式——与附加值指标相比，使用执照分数或大学学位会出现更大的差距。自2005年以来，学校层面的差距略有缩小，但学生层面的不平等仍然存在或恶化。不同指标的趋势不同：经验和增值分数方面的差距扩大了，而教师资历方面的差距缩小了。该评估建议将政策重点从基于认证的指标转向更好地预测学生成果的指标，如教学内容、知识和课堂效率。此外，还建议采用透明的教师分配和强有力的指导制度等校内公平战略，以确保所有学生都能接触到有效的、得到良好支持的教育工作者。

引用次数: 0

Reading more, achieving more? Long-term gender gaps in reading behavior and reading achievement 阅读更多，成就更多？阅读行为与阅读成就的长期性别差异

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-03-01 Epub Date: 2026-02-13 DOI: 10.1016/j.stueduc.2026.101581

Isa Steinmann , Rolf Strietholt

Gender gaps in reading achievement have been consistently documented across countries and over time, with girls typically outperforming boys. However, explanations for cross-national and temporal variation in these gaps remain limited. This study addresses this research gap using international large-scale assessment data from 56 countries over a 46-year time span, representing the most comprehensive analysis of its kind to date. We examine whether country-level trends in gender differences in reading behavior predict corresponding trends in gender gaps in reading achievement. Using fixed-effects regression models, we find that shifts in gender gaps in free time reading frequency are significantly associated with shifts in reading achievement gaps, even after accounting for potential confounders. Our findings provide empirical support for the Gender Similarity Hypothesis, emphasizing the role of social and behavioral factors. The study offers valuable implications for educational policy aiming to reduce gender disparities in literacy outcomes.

随着时间的推移，不同国家在阅读成绩上的性别差异一直存在，女孩的表现通常优于男孩。然而，对这些差距的跨国和时间变化的解释仍然有限。本研究利用56个国家46年时间跨度的国际大规模评估数据解决了这一研究差距，是迄今为止同类研究中最全面的分析。我们研究了国家层面上阅读行为的性别差异趋势是否能预测阅读成就的性别差异趋势。使用固定效应回归模型，我们发现，即使在考虑了潜在的混杂因素后，自由时间阅读频率的性别差距的变化与阅读成就差距的变化也显著相关。我们的研究结果为性别相似假说提供了实证支持，强调了社会和行为因素的作用。这项研究为旨在减少扫盲结果中的性别差异的教育政策提供了有价值的启示。

引用次数: 0

Students’ willingness to engage with feedback from central tests: The influence of cognitive and non-cognitive student characteristics 学生参与中心测试反馈的意愿：认知和非认知学生特征的影响

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-03-01 Epub Date: 2026-01-20 DOI: 10.1016/j.stueduc.2026.101561

G. Molenberghs , R. Van Gasse , E. Goffin , S. De Maeyer , J. Vanhoof

In contemporary education, increasing attention is paid to the developmental use of central tests. While the usefulness of performance data for school improvement is widely acknowledged, students’ willingness to engage with individual feedback from low-stakes central tests has received less scrutiny. This study explores such willingness using survey data from 15526 students in Flemish education. Multilevel regression analyses examined relations with students’ cognitive attitudes, test-taking effort, ability, gender, and educational level. Overall, students’ willingness proved limited, yet variation emerged. A more positive cognitive attitude and greater test-taking effort related to higher willingness. Conversely, secondary school students and boys reported lower willingness, with effects varying across student characteristics. Findings highlight that students’ willingness cannot be assumed. To fully harness the potential of feedback from low-stakes central tests as an informational resource and a developmental learning tool for students, fostering students’ understanding of the value of both tests and feedback is crucial.

在当代教育中，越来越多的人关注中心测试的发展性使用。虽然成绩数据对学校改进的有用性得到了广泛认可，但学生从低风险的中心测试中获得个人反馈的意愿却受到较少的审查。本研究通过对佛兰德教育15526名学生的调查数据来探讨这种意愿。多水平回归分析考察了学生的认知态度、应试努力、能力、性别和受教育程度之间的关系。总体而言，学生的意愿有限，但出现了差异。更积极的认知态度和更大的应试努力与更高的意愿相关。相反，中学生和男生的意愿较低，其影响因学生特征而异。研究结果强调，学生的意愿是不能假设的。为了充分利用低风险中心测试反馈作为信息资源和学生发展学习工具的潜力，培养学生对测试和反馈的价值的理解至关重要。

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引用次数: 0

An illustrative case study of researcher roles and challenges in a Dutch school-level research-practice partnership 荷兰学校研究实践伙伴关系中研究人员角色和挑战的说明性案例研究

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-03-01 Epub Date: 2026-01-19 DOI: 10.1016/j.stueduc.2026.101558

Brianna L. Kennedy , Semiha Bekir , Lotte Henrichs

Researchers at research-intensive universities may participate in research-practice partnerships (RPPs) to make their research activities more relevant and impacting. RPPs center equity as a goal, which means researchers and other stakeholders participate in defining and enacting equity through the partnership. Researchers must discern how to address equity goals while enacting the roles of knowledge broker, knowledge use facilitator, and knowledge development facilitator. Role enactment occurs as researchers face the challenges related to the content focus of the RPP and time demands. In this study, we examined artifacts (n = 50) from an RPP between a team of researchers and nine educators between 2021 and 2024 to understand how we, as researchers, enacted these roles and negotiated these challenges. Findings show how surface level consensus about the meaning and importance of equity work bought us time to develop the relational capital necessary to lead more authentic discussions about inequitable practices. We co-constructed a research focus to prioritize equity-in-process but thereby curtailed the full engagement of our research expertise. Findings imply that more robust focus on school- and classroom-level RPPs reveal additional dynamics and mechanisms that allow for sustained changes in classroom teaching that support equity.

研究密集型大学的研究人员可以参与研究实践伙伴关系（RPPs），以使他们的研究活动更具相关性和影响力。rpp以公平为目标，这意味着研究人员和其他利益相关者通过伙伴关系参与定义和制定公平。研究者必须在扮演知识中介、知识使用促进者和知识发展促进者角色的同时，明确如何实现公平目标。角色扮演发生在研究者面临与RPP的内容焦点和时间要求相关的挑战时。在这项研究中，我们检查了2021年至2024年间研究人员团队和9名教育工作者之间的RPP中的工件（n = 50），以了解我们作为研究人员如何扮演这些角色并应对这些挑战。研究结果表明，关于公平工作的意义和重要性的表层共识如何为我们赢得了时间，以发展必要的关系资本，从而引导有关不公平做法的更真实的讨论。我们共同构建了一个研究重点，以优先考虑过程中的股权，但因此限制了我们研究专业知识的充分参与。研究结果表明，对学校和课堂层面rpp的更强有力的关注揭示了额外的动态和机制，这些动态和机制允许课堂教学的持续变化，从而支持公平。

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引用次数: 0

Provider versus recipient: Peer feedback roles effect on task performance, perceptions of learning, trust, and epistemic emotions 提供者与接受者：同伴反馈角色对任务绩效、学习感知、信任和认知情绪的影响

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-03-01 Epub Date: 2026-01-28 DOI: 10.1016/j.stueduc.2026.101560

David Zamorano , Ernesto Panadero , Maryam Alqassab , Joaquín Fernando Gómez-Varela

When participating in peer feedback, students typically act as either providers or recipients. While existing research indicates these roles may influence learning in different ways, evidence on their specific effects remains scarce. This study investigated the impact of peer feedback roles on task performance, perceptions of learning and trust, and emotions. Using a repeated-measures quasi-experimental design, 95 undergraduate Physical Education students completed a task, were randomly assigned to the provider or recipient role, and then completed a second task. The results showed no significant differences between roles in improvements in task performance or perceived learning, although both roles significantly improved over time. Role assignment also did not affect trust in oneself or peers, nor the intensity of epistemic emotions. Overall, these findings suggest that, in the short term, taking the role of provider or recipient leads to similar learning outcomes.

在参与同伴反馈时，学生通常扮演提供者或接受者的角色。虽然现有的研究表明，这些角色可能以不同的方式影响学习，但关于它们具体影响的证据仍然很少。本研究调查了同伴反馈角色对任务绩效、学习和信任感知以及情绪的影响。采用重复测量准实验设计，95名体育本科学生完成一项任务，随机分配为提供者或接受者角色，然后完成第二项任务。结果显示，角色之间在任务表现或感知学习方面的改善没有显著差异，尽管两种角色都随着时间的推移而显著改善。角色分配也不影响对自己或同伴的信任，也不影响认知情绪的强度。总的来说，这些发现表明，在短期内，扮演提供者或接受者的角色会导致相似的学习结果。

引用次数: 0

School leaders’ and teachers’ attributions in making sense of norm-referenced school performance data. Do benchmarks matter? 学校领导和教师在理解规范参照学校绩效数据中的归因。基准很重要吗？

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-03-01 Epub Date: 2026-01-30 DOI: 10.1016/j.stueduc.2026.101574

Glen Molenberghs , Roos Van Gasse , Sven De Maeyer , Evelyn Goffin , Jan Vanhoof

School performance data can inform school improvement. However, data-informed decision-making is a complex and fundamentally interpretative process. This study examines school leaders’ and teacher’ attributions when making sense of their norm-referenced school’s performance on the Flemish central reading comprehension test. Our focus within these attributions lies on the dimensions of locus of causality and controllability. Framework analysis was applied to data from 24 semi-structured interviews. Findings reveal a dominance of external attributions, although internal factors were recognised as well, particularly at the teaching and school practice levels. Controllability emerged as a key factor for follow-up actions decisions. Furthermore, examination of attributional differences between population-referenced and group-referenced comparisons reveals that the latter tend to foster internal and external controllable attributions. By shedding light on the role of attribution processes, this study advances the broader discourse on data-informed decision-making for school improvement both theoretically and practically. Directions for further research are addressed.

学校表现数据可以为学校改进提供信息。然而，基于数据的决策是一个复杂的、从根本上说是解释性的过程。本研究考察了学校领导和教师在佛兰德语中心阅读理解测试中对规范参照学校表现的归因。我们在这些归因中的重点在于因果轨迹和可控性的维度。框架分析应用于24个半结构化访谈的数据。调查结果显示，外部因素占主导地位，尽管内部因素也被认可，特别是在教学和学校实践层面。可控性成为后续行动决策的关键因素。此外，对群体参照比较和群体参照比较的归因差异的研究表明，群体参照比较倾向于培养内部和外部可控归因。通过揭示归因过程的作用，本研究在理论和实践上推进了更广泛的关于数据知情决策对学校改进的讨论。提出了进一步研究的方向。

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