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 : 2026-01-07 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

Assessing school readiness domains in a large cohort of refugee children: Validation and links with family factors 评估大批难民儿童的入学准备领域：验证及其与家庭因素的联系

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-12-30 DOI: 10.1016/j.stueduc.2025.101557

Alexandra Cheah , Kimberley Kong , Jean Anne Heng , Katharina Ereky-Stevens , Iram Siraj

Despite the growing global presence of refugee populations, few validated tools exist to assess early learning and development in these contexts. This study examined the use of the International Development and Early Learning Assessment (IDELA) with a large sample of 1033 refugee children aged 4–6 years living in Malaysia, a non-resettlement, low- to middle-income country. Using Rasch modelling, we evaluated the psychometric properties of IDELA and found strong person and item reliability, acceptable item fit, and good evidence of unidimensionality, although some item redundancy was observed. Further, children's school readiness scores were significantly associated with child gender and age, as well as maternal and paternal demographic characteristics (age, education, literacy), but not father employment or occupation type. These findings provide preliminary validation for IDELA’s use in refugee settings and underscore its potential as a culturally adaptable, low-cost tool for assessing development in underserved populations.

尽管全球难民人数不断增加，但很少有有效的工具来评估这些背景下的早期学习和发展。本研究考察了国际发展和早期学习评估（IDELA）的使用情况，其中包括1033名生活在马来西亚的4-6岁难民儿童，马来西亚是一个非重新安置的中低收入国家。使用Rasch模型，我们评估了IDELA的心理测量特性，发现强大的人和项目可靠性，可接受的项目契合度，以及良好的单维性证据，尽管观察到一些项目冗余。此外，儿童的入学准备分数与儿童的性别和年龄以及母亲和父亲的人口统计学特征（年龄、教育程度、识字程度）显著相关，但与父亲的就业或职业类型无关。这些发现为IDELA在难民环境中的使用提供了初步验证，并强调了其作为评估服务不足人口发展的文化适应性低成本工具的潜力。

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引用次数: 0

The predictive validity of PIRLS and ePIRLS on later academic achievement: Insights from Sweden, PIRLS和ePIRLS对后期学业成绩的预测效度：来自瑞典的见解

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-12-17 DOI: 10.1016/j.stueduc.2025.101554

Elpis Grammatikopoulou

The aim of this study was to investigate and compare how two reading assessments measured in Grade 4 predict later school grades. Specifically, the study explored how paper-based and digital reading scores were related to school grades in Grades 6 and 9. Data from the international assessment PIRLS 2016 and its digital counterpart ePIRLS 2016, along with Swedish register data were used. Regression results speak to the lasting effects of early reading achievement on later achievement in various subjects. Notably, digital test scores showed stronger associations with later grades, particularly in Grade 6. Although moderate in strength, the predictive validity of digital test scores was higher for subjects like English and mathematics, compared to paper-based test scores. These findings lend some credibility to the ongoing transition to digital assessment, indicating that digital reading measures may capture skills more relevant to later academic success.

本研究的目的是调查和比较四年级的两项阅读评估如何预测以后的学校成绩。具体来说，该研究探讨了六年级和九年级学生的纸质阅读和数字阅读分数与学校成绩的关系。使用了国际评估PIRLS 2016及其数字副本ePIRLS 2016的数据，以及瑞典注册数据。回归结果说明了早期阅读成绩对以后各科成绩的持久影响。值得注意的是，数字测试成绩与以后的成绩有更强的联系，尤其是在六年级。虽然强度适中，但与纸质考试成绩相比，数字考试成绩对英语和数学等科目的预测效度更高。这些发现为正在进行的向数字化评估的过渡提供了一定的可信度，表明数字化阅读测量可能会捕捉到与后来的学术成功更相关的技能。

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 : 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

Development and implementation of learning efficiency evaluation model: Using the double reference point method 学习效率评价模型的开发与实现：采用双参考点法

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-12-10 DOI: 10.1016/j.stueduc.2025.101553

Zhifei Li , Shuaixing Xu , Xin Zhao , Hongbo Wen

The evaluation of learning efficiency is important for educational research. Previous studies have insufficiently defined its connotation, leading to incomparable results. Therefore, defining learning efficiency and improving assessment methods are crucial. This study examined the double reference point (DRP) method in assessing learning efficiency using PISA 2018 data. Firstly, we construct a comprehensive index for learning efficiency. Secondly, the validity of learning efficiency index based on the DRP method is established by conducting group difference tests on key indicators, comparing the results with traditional learning efficiency metrics, and examining its relationship with achievement motivation. Thirdly, by altering the weights of indicators, reference levels, and synthesis parameters, the robustness of learning efficiency index with DRP method is verified. The results indicate the double reference point method is suitable for learning efficiency evaluation, and offers support for precisely and scientifically improving student efficiency.

学习效率评价是教育研究的重要内容。以往的研究对其内涵的界定不够，导致研究结果无法比拟。因此，定义学习效率和改进评估方法至关重要。本研究利用2018年国际学生评估项目的数据，检验了双参考点（DRP）方法在评估学习效率方面的作用。首先，构建了学习效率的综合指标。其次，通过对关键指标进行分组差异检验，并与传统学习效率指标进行对比，考察其与成就动机的关系，建立基于DRP方法的学习效率指标的效度。再次，通过改变指标权重、参考水平和综合参数，验证了DRP法学习效率指标的鲁棒性。结果表明，双参考点法适用于学习效率评价，为准确、科学地提高学生学习效率提供了支持。

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引用次数: 0

Pearls and perils when interpreting item-specific results from international large-scale educational assessments: The case of the “Nordic” fractions 解释国际大规模教育评估项目具体结果时的珍珠和危险：“北欧”分数的案例

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-12-10 DOI: 10.1016/j.stueduc.2025.101552

Johan Braeken , Anne-Catherine Lehre , Kseniia Marcq

International large-scale assessments (ILSA) in education generate a lot of interest and debate among researchers and stakeholders alike. In this study, we take a deep-dive into a provocative claim that “Nordic students cannot do fractions” based on an item-specific result in the Trends in International Mathematics and Science Study (TIMSS) 2011. Using item response data from five cycles of the TIMSS mathematics achievement test, spanning from 2003 to 2019, across 12 countries representing diverse geographical regions (Africa, Europe, East Asia, and North America) and proficiency levels (from lower-performers to higher-performers), including about 54000 students per cycle and a total of about 800 mathematics items, we investigated the empirical basis and generalizability of the stated claim using an explanatory item response model (IRT) approach. Our study underscores the dangers of miscommunication, oversimplification, and overgeneralization of ILSA results, yet also highlights the hidden potential of deeper item-level analyses for educational researchers and stakeholders to generate critical inquiries into educational practice and our understanding of the subject domain.

教育领域的国际大规模评估（ILSA）引起了研究者和利益相关者的广泛关注和争论。在这项研究中，我们深入研究了一个具有挑衅性的说法，即“北欧学生不会做分数”，这是基于2011年国际数学和科学趋势研究（TIMSS）中特定项目的结果。利用TIMSS数学成就测试五个周期的项目回答数据，从2003年到2019年，跨越12个国家，代表不同的地理区域（非洲、欧洲、东亚和北美）和熟练程度（从表现较差到表现较高），每个周期包括约54000名学生，总共约800个数学项目，我们使用解释性项目反应模型（IRT）方法调查了陈述主张的经验基础和概括性。我们的研究强调了误解、过度简化和过度概括ILSA结果的危险，但也强调了更深层次的项目级分析的潜在潜力，为教育研究人员和利益相关者产生对教育实践和我们对主题领域的理解的批判性调查。

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引用次数: 0

Evaluating inclusive school practices: A multilevel analysis of teacher readiness, climate, and student outcomes 评估包容性学校实践：教师准备、氛围和学生成果的多层次分析

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-12-04 DOI: 10.1016/j.stueduc.2025.101542

Mahmoud Emam , Laila Z. Al-Salmi , Wafaa Mohammed Moawad Abd-El-Aal , Adel Hemdan

This study investigates how teacher knowledge and attitudes toward inclusive education are associated with student outcomes, with inclusive school climate serving as a mediating mechanism. Drawing on data from 143 teachers and 2747 students across 31 Omani public schools, a multilevel structural equation modeling (MSEM) approach was used to assess cross-level effects. The findings reveal that both teacher knowledge and attitudes are associated with perceptions of inclusive school climate, which in turn is associated with student attitudes and experiences of inclusion. The study supports the view that that inclusive education is co-constructed across individual and institutional levels and underscores the pivotal role of school climate in linking teacher dispositions with student-level equity outcomes. Implications are discussed for teacher training, leadership development, and systemic reform in Oman and similar contexts. These results highlight the importance of building inclusive school environments that align teacher readiness with student inclusion, advancing equity-oriented educational practice.

本研究探讨教师对全纳教育的知识和态度对学生成绩的影响，并以全纳学校氛围为中介机制。利用来自阿曼31所公立学校的143名教师和2747名学生的数据，采用多层结构方程模型（MSEM）方法来评估跨水平效应。研究结果表明，教师的知识和态度都与包容性学校气候的感知有关，而包容性学校气候又与学生的态度和包容体验有关。该研究支持了这样一种观点，即全纳教育是在个人和机构层面共同构建的，并强调了学校氛围在将教师倾向与学生水平的公平结果联系起来方面的关键作用。讨论了在阿曼和类似背景下的教师培训，领导力发展和系统改革的影响。这些结果突出了建立包容性学校环境的重要性，使教师准备与学生包容保持一致，推进以公平为导向的教育实践。

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引用次数: 0

Understanding the interconnected drivers of mathematics test performance: a longitudinal study 理解数学考试成绩的相互关联的驱动因素：一项纵向研究

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-12-02 DOI: 10.1016/j.stueduc.2025.101539

Zitong Huang , Yiyao Yang , Yasemin Gulbahar

Mathematics performance remains a critical indicator of educational equity and academic preparedness in an increasingly datadriven world. This study examined factors affecting math achievement in New York City from 2013-2023, analyzing 3395,816 student records from Grades 3-8 using NYC OpenData. Clustering analysis revealed two distinct performance trajectories, with higher-scoring clusters linked to periods of targeted intervention and policy reform, while declines corresponded with structural disadvantage and postpandemic disruptions. Outlier analysis showed substantial shifts in performance levels following grading policy changes, underscoring the impact of systemic reforms. Results revealed persistent achievement gaps of 1.8–2.4 standard deviations across socioeconomic status, disability status, and English Language Learner groups. Ridge regression identified English proficiency, disability status, and economic disadvantage as the strongest predictors of math achievement. These findings highlight the need for longterm, context-sensitive educational strategies that address persistent inequities through both instructional and systemic interventions.

在一个日益数据驱动的世界里，数学成绩仍然是教育公平和学术准备的关键指标。本研究考察了2013-2023年影响纽约市数学成绩的因素，使用NYC OpenData分析了3-8年级3395,816名学生的记录。聚类分析揭示了两种截然不同的绩效轨迹，得分较高的聚类与有针对性的干预和政策改革时期有关，而得分较低的聚类与结构性劣势和大流行后的中断有关。异常值分析显示，评分政策改变后，成绩水平发生了实质性变化，强调了系统性改革的影响。结果显示，社会经济地位、残疾状况和英语学习者群体之间的成绩差距持续存在1.8-2.4 标准差。岭回归发现英语熟练程度、残疾状况和经济劣势是数学成绩的最强预测因子。这些发现突出表明，需要制定长期的、对环境敏感的教育战略，通过教学和系统干预来解决持续存在的不平等现象。

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引用次数: 0

Overrepresentation of female teachers in secondary education and gender achievement gaps in PISA 2022 在2022年国际学生评估项目中，中学教育中女教师的比例过高以及性别成就差距

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-12-02 DOI: 10.1016/j.stueduc.2025.101544

Hans Luyten

This study examines the association between the gender composition of the teaching profession and gender achievement gaps across countries. It explores to what extent girls outperform boys in countries with a higher percentage of female teachers in secondary education. Using PISA 2022 data on 15-year-olds’ performance in reading, mathematics, and science, combined with labor force statistics, the analysis reveals a pattern in which gender achievement gaps covary with the degree of overrepresentation of female teachers relative to the proportion of women in the labor force. In countries where this overrepresentation is more pronounced, girls tend to show greater academic advantages over boys. This pattern appears to reflect broader societal dynamics not captured by studies focusing on classroom environments.

本研究考察了各国教师职业的性别构成与性别成就差距之间的关系。它探讨了在中等教育中女教师比例较高的国家，女孩在多大程度上优于男孩。利用国际学生评估项目2022年15岁学生在阅读、数学和科学方面的表现数据，结合劳动力统计数据，该分析揭示了一种模式，即性别成就差距与女教师相对于女性在劳动力中所占比例过高的程度相关。在这种比例过高的国家，女孩往往比男孩表现出更大的学业优势。这种模式似乎反映了更广泛的社会动态，而关注课堂环境的研究没有捕捉到这一点。

引用次数: 0

Fostering school and classroom discipline in Türkiye: Leadership, shared decision-making, parental involvement and teacher self-efficacy 在<s:1> rkiye中培养学校和课堂纪律：领导力、共同决策、家长参与和教师自我效能

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-12-01 DOI: 10.1016/j.stueduc.2025.101543

Ramazan Özkul , Mahmut Polatcan , Mehmet Fatih Karacabey , Mehmet Şükrü Bellibaş

Growing school- and classroom-based disciplinary problems pose a challenge across education systems worldwide, yet little is known about how multiple stakeholders, including principals, teachers, and parents, interact to address these issues. This study examined the role of transformational leadership, shared decision-making, parental involvement, and teacher classroom management self-efficacy in predicting school and classroom discipline. We used a dataset involving 573 teachers collected from a city in Türkiye and employed structural equation modeling to explore these relationships. The findings reveal that transformational leadership was positively associated with both shared decision-making and parental involvement and shared decision-making was related to parental engagement, teacher self-efficacy, and school discipline. Although parental involvement was positively associated with teacher self-efficacy, it was indirectly related to classroom discipline mediated through self-efficacy, which was critical for classroom discipline. The association between leadership and classroom discipline was mediated through shared decision-making, parental involvement, school discipline, and teacher self-efficacy.

越来越多的以学校和课堂为基础的纪律问题对全世界的教育系统构成了挑战，但人们对包括校长、教师和家长在内的多个利益相关者如何相互作用来解决这些问题知之甚少。本研究考察了变革型领导、共同决策、家长参与和教师课堂管理自我效能感在预测学校和课堂纪律中的作用。我们使用了一个数据集，其中包括来自日本一个城市的573名教师，并使用结构方程模型来探索这些关系。研究发现，变革型领导与共同决策和家长参与均呈正相关，共同决策与家长参与、教师自我效能感和学校纪律相关。虽然家长参与与教师自我效能感呈正相关，但它与自我效能感介导的课堂纪律有间接关系，而自我效能感对课堂纪律至关重要。领导与课堂纪律的关系通过共同决策、家长参与、学校纪律和教师自我效能感来中介。

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