Studies in Educational Evaluation最新文献

英文中文

A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations 关于高等教育真实评估的系统文献综述：培养 21 世纪技能的最佳实践与政策考虑

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-11-27 DOI: 10.1016/j.stueduc.2024.101425

Dimitrios Vlachopoulos , Agoritsa Makri

Authentic assessment methods involve the application of real-world tasks to evaluate students’ knowledge, skills, and attitudes in a way that replicates actual situations in which those would be utilized. This paper systematically reviews relevant literature from various disciplines in higher education, focusing on the development of 21st-century skills that can enhance students’ employability. The main objectives are to explore both reported effective implementation strategies of authentic assessment and the implications across different stakeholder groups-students, teaching staff, and policy makers. A sample of 94 articles was identified following the predefined inclusion criteria. Findings indicate that authentic assessment enhances key employability skills; at the same time, challenges have been identified for its effective implementation, including resistance from some stakeholders and the need for adequate training and resources. This study opens avenues for future research, presenting potential directions, as well as practical implications and policy recommendations emerging from a comprehensive thematic analysis.

真实的评估方法涉及应用真实世界的任务来评估学生的知识、技能和态度，其方式与实际应用这些知识、技能和态度的情况相同。本文系统地回顾了高等教育各学科的相关文献，重点关注能够提高学生就业能力的 21 世纪技能的培养。主要目的是探讨真实评价的有效实施策略，以及对不同利益相关群体--学生、教学人员和政策制定者--的影响。按照预先确定的纳入标准，确定了 94 篇文章样本。研究结果表明，真实评价能提高关键的就业技能；同时，也发现了有效实施真实评价所面临的挑战，包括一些利益相关者的抵制以及需要足够的培训和资源。本研究为今后的研究开辟了道路，提出了潜在的方向，以及通过全面的专题分析得出的实际影响和政策建议。

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引用次数: 0

Preservice teachers’ pedagogical and psychological knowledge: Structure and learning opportunities 职前教师的教育学和心理学知识：结构和学习机会

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-11-23 DOI: 10.1016/j.stueduc.2024.101424

Judith Pollmeier , Thilo Kleickmann , Friederike Zimmermann , Jens Möller , Olaf Köller

Pedagogical/psychological knowledge (PPK) is a crucial part of teachers’ professional knowledge. We examined the latent structure of preservice teachers’ PPK and its relationship to learning opportunities provided as part of university programs in teacher education: content covered in university courses, and teaching experience provided through internships. Based on a sample of 1036 participants, the results confirmed a four-dimensional structure of preservice teachers’ PPK. Course content explained differences in all dimensions of PPK. Teaching experience incrementally accounted for differences in the dimensions of instruction and individual learning processes and motivation, but not in the dimensions of classroom management or assessment.

教育学/心理学知识（PPK）是教师专业知识的重要组成部分。我们研究了职前教师教育学/心理学知识的潜在结构及其与大学教师教育项目中提供的学习机会的关系：大学课程所涵盖的内容以及通过实习提供的教学经验。基于 1036 名参与者的样本，研究结果证实了职前教师 PPK 的四维结构。课程内容可以解释 PPK 所有维度的差异。教学经验逐步解释了教学、个人学习过程和动机方面的差异，但不解释课堂管理和评估方面的差异。

引用次数: 0

The effects of peer feedback provision and reception on lower-proficiency EFL learners’ writing development 同伴反馈的提供和接收对低水平英语学习者写作发展的影响

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-11-21 DOI: 10.1016/j.stueduc.2024.101422

Zeng Xiaomeng , Latha Ravindran

Motivated by the growing reports of more benefits from feedback provision, the study increased the frequency of feedback provision and decreased that of feedback reception to find whether such manipulation affected lower-proficiency EFL learners’ writing performance. After the pre-test writing, the experimental group (n=79) took the role of feedback receivers for eight weeks and feedback providers for two weeks, while the control group (n=60) played the two roles for 10 weeks. Both groups then had the post-test writing and online survey. The result shows that all participants developed significantly in their post-test writing than in the pre-test writing. Noticeably, the experimental group improved significantly better than the control group in the post-test. The survey showed participants were generally positive about peer feedback. However, the control group was anxious about playing two roles in peer feedback. This indicates more benefits from peer feedback provision might also exist among lower-proficiency EFL learners.

有越来越多的报道称，提供反馈会带来更多益处，受此激励，本研究增加了提供反馈的频率，减少了接收反馈的频率，以探究这种操作是否会影响低水平 EFL 学习者的写作成绩。前测写作结束后，实验组（人数=79）扮演了八周的反馈接收者和两周的反馈提供者角色，而对照组（人数=60）则扮演了十周的这两种角色。然后，两组都进行了后测写作和在线调查。结果显示，与测试前相比，所有参与者的测试后写作都有了明显的进步。值得注意的是，实验组在后期测试中的进步明显优于对照组。调查显示，学员普遍对同伴反馈持积极态度。然而，对照组对在同伴反馈中扮演两个角色感到焦虑。这表明，低水平 EFL 学习者也可能从同伴反馈中获得更多益处。

引用次数: 0

Assessment as learning: Evidence based on meta-analysis and quantitative ethnography research 评估即学习：基于荟萃分析和定量人种学研究的证据

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-11-18 DOI: 10.1016/j.stueduc.2024.101423

Yingchun Liu , Guangru Xu , Shuo Yuan , Chu Zhou , Chengliang Wang

Assessment is crucial to both effective teaching and learning. To provide theoretical foundations and practical suggestions for teachers designing and conducting assessment activities, this study used meta-analysis and quantitative ethnography to show how student’s participation in assessment activities could promote learning. The meta-analysis of 59 papers indicated that the overall effect of students’ participation in assessment activities on learning was significant (d = 0.578), moderated by several factors. Empirical research of three peer assessments of teaching ability with quantitative ethnography demonstrated that such participation could foster the development of students’ cognitive abilities and facilitate the progression from common sense to advanced cognitive abilities. Data analysis revealed that students’ participation in appropriate assessment activities was an effective learning process and could enhance cognitive abilities, which aligned with the concept of “assessment as learning.” These findings provide a basis for teachers to design rich and appropriate assessment activities.

评价对于有效的教学和学习都至关重要。为了给教师设计和开展评价活动提供理论依据和实践建议，本研究采用了元分析和定量人种学方法来说明学生参与评价活动如何促进学习。对 59 篇论文进行的元分析表明，学生参与评价活动对学习的总体影响是显著的（d = 0.578），并受到几个因素的调节。对三项教学能力互评的实证研究与定量人种学研究表明，这种参与可以促进学生认知能力的发展，推动学生从常识认知能力向高级认知能力的发展。数据分析显示，学生参与适当的评价活动是一个有效的学习过程，可以提高认知能力，这符合 "评价即学习 "的理念。这些发现为教师设计丰富而恰当的评价活动提供了依据。

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引用次数: 0

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

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