Studies in Educational Evaluation最新文献

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Addressing test-taking disengagement: The influence of embedded self-report items and grading on performance 解决考试脱离：嵌入自我报告项目和评分对成绩的影响

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-01-30 DOI: 10.1016/j.stueduc.2026.101573

Başak ERDEM-KARA

Achievement tests are widely used to evaluate students’ academic performance. Critically, the validity of test scores depends on the assumption that students make a certain level of effort throughout testing, ensuring their responses accurately reflect their true abilities, which requires continuous engagement. Disengagement poses a serious threat to the validity of test scores by distorting psychometric properties and reducing measurement accuracy. This study examined the phenomenon of disengaged responding by testing the effects of self-report (SR) item placement and grading conditions on performance. It also explored individual-level predictors such as self-reported effort and response time. A two-way between-subjects factorial design was employed across two phases. Overall results indicated that the effects of SR item frequency and grading on test scores were not supported. However, individual-level variables—response time and self-reported effort—emerged as more reliable predictors of test scores. Recommendations and implications are discussed within the context of existing literature.

成绩测试被广泛用于评估学生的学习成绩。至关重要的是，考试成绩的有效性取决于学生在整个考试过程中付出一定程度的努力，确保他们的回答准确反映他们的真实能力，这需要持续的参与。脱离接触会扭曲心理测量特性，降低测量的准确性，从而严重威胁到测试分数的有效性。本研究通过测试自我报告（SR）项目放置和评分条件对绩效的影响，考察了脱离反应现象。它还探讨了个人层面的预测因素，如自我报告的努力和反应时间。在两个阶段采用双向受试者因子设计。总体结果表明，社会责任项目频率和评分对测试成绩的影响不被支持。然而，个人水平的变量——反应时间和自我报告的努力——成为测试成绩更可靠的预测因素。在现有文献的背景下讨论建议和影响。

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 : 2026-01-29 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

Developing a basic eligibility test for tertiary education – Conceptual and methodological challenges 制定高等教育基本资格考试——概念和方法上的挑战

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-01-29 DOI: 10.1016/j.stueduc.2026.101569

Gudrun Erickson , Frank Bach , Jan-Eric Gustafsson , Jörgen Tholin

The article discusses the recent development of a national basic eligibility test for tertiary education in Sweden. The test is aimed for individuals who, for various reasons, lack documented eligibility. The lower age limit for the test is 24, and only one cut-score is provided, for a Pass. The construct, as well as the collaborative test development process, including active participation of test-takers, are described. Furthermore, the structure of the proposed test is presented, targeting subject-oriented and generic competences, and including anchor items between two large-scale trial rounds. Analyses, models and results from these rounds are evaluated and discussed. Following positive results regarding overall measurement quality and test-takers’ and other stakeholders’ opinions, the test is considered valid for its purpose to contribute to increased inclusion and diversity in Swedish tertiary education. Future studies, also from an international and comparative perspective, are planned, once the test is formally implemented.

本文讨论了瑞典高等教育国家基本资格考试的最新发展。该测试针对的是由于各种原因，缺乏资格证明的个人。该考试的最低年龄限制是24岁，并且只有一个及格分数。描述了协作测试的结构，以及包括考生积极参与在内的协作测试开发过程。此外，提出了拟议的测试结构，以主题为导向和通用能力为目标，并在两轮大规模测试之间包括锚项目。对这几轮的分析、模型和结果进行了评价和讨论。在总体测量质量和考生和其他利益相关者的意见方面取得积极成果后，该测试被认为是有效的，其目的是促进瑞典高等教育的包容性和多样性。一旦测试正式实施，也计划从国际和比较的角度进行今后的研究。

引用次数: 0

Protective and risk factors in cyberbullying contexts: Evaluating bystander behavior for effective educational interventions 网络欺凌环境中的保护和风险因素：评估旁观者行为以进行有效的教育干预

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-01-29 DOI: 10.1016/j.stueduc.2026.101577

Chenhui Dai , Xiaojun Zhao , Yushan Ji , Xupeng Li , Changxiu Shi

Adopting a risk-protective factor framework, this study employs latent profile analysis to investigate how different combinations of risk factors (experiences of cyberbullying victimization or witnessing) and protective factors (family socioeconomic status, social support, and moral identity) influence bystander behavior in cyberbullying contexts, with a particular focus on the mediating role of moral disengagement. A total of 1083 college students who completed the relevant questionnaire participated in an online survey. The latent profile analysis identified four distinct subgroups: “low risk–low protection”, “medium risk–low protection”, “high risk–low protection” and “low risk–high protection”. Subsequent analysis revealed that protective factors significantly encourage proactive bystander interventions while inhibiting passive bystander responses. Notably, high levels of risk factors coupled with low levels of protective factors exert a cumulative effect, increasing the likelihood of negative bystander behavior. Furthermore, various combinations of risk and protective factors significantly influence bystander behavior through the mediating role of moral disengagement.

本研究采用风险保护因素框架，运用潜在特征分析探讨网络欺凌情境下风险因素（遭受或目睹网络欺凌的经历）和保护因素（家庭社会经济地位、社会支持和道德认同）的不同组合对旁观者行为的影响，并特别关注道德脱离的中介作用。共有1083名大学生完成了相关问卷，参与了在线调查。潜在特征分析确定了四个不同的亚组：“低风险-低保护”、“中风险-低保护”、“高风险-低保护”和“低风险-高保护”。随后的分析表明，保护性因素显著鼓励积极的旁观者干预，同时抑制被动的旁观者反应。值得注意的是，高水平的风险因素加上低水平的保护因素会产生累积效应，增加消极旁观者行为的可能性。此外，风险因素和保护因素的各种组合通过道德脱离的中介作用显著影响旁观者行为。

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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 : 2026-01-28 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

Distributed leadership in higher education: Evidence from Cambodia on academic and institutional outcomes 高等教育中的分布式领导：来自柬埔寨的学术和机构成果的证据

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-01-28 DOI: 10.1016/j.stueduc.2026.101575

Bora Ly , Savoeun Sorn , Romny Ly , Sokhom Ma , Bunhorn Doeur

Distributed leadership (DL) has emerged as a collaborative governance model in education, yet its relevance in higher education within developing contexts remains underexplored. This study examines the associations between DL and five outcomes, including academic performance (AP), student retention (SR), faculty performance (FP), faculty satisfaction (FS), and institutional development (ID), in Cambodian universities. Data were collected from 342 faculty members across public and private institutions and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show that DL is positively associated with all outcomes and that FS partially mediates these relationships. DL practices emphasizing shared decision-making and collaboration enhance faculty engagement, thereby contributing to academic and institutional improvement. By centering faculty perspectives in a non-Western higher education context, the study addresses a significant research gap and underscores the value of inclusive leadership. Findings suggest that DL can support institutional growth and academic quality in systems marked by hierarchical governance.

分布式领导（DL）已经成为教育领域的一种协作治理模式，但其在发展中国家高等教育中的相关性仍未得到充分探讨。本研究考察了柬埔寨大学DL与五个结果之间的关系，包括学习成绩（AP）、学生保留率（SR）、教师绩效（FP）、教师满意度（FS）和机构发展（ID）。从公立和私立机构的342名教职员工中收集数据，并使用偏最小二乘结构方程模型（PLS-SEM）进行分析。结果表明，DL与所有结果呈正相关，FS部分介导了这些关系。DL实践强调共同决策和协作，提高教师的参与度，从而促进学术和机构的改进。通过将教师的观点集中在非西方高等教育背景下，本研究解决了一个重大的研究空白，并强调了包容性领导的价值。研究结果表明，在以等级治理为标志的系统中，深度学习可以支持机构增长和学术质量。

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引用次数: 0

Exploring chain mediating effect of school belonging and resilience on the relationship between Chinese high school students' perceived teachers' academic support and self-regulated learning 探索学校归属感和弹性在中国高中生感知教师学业支持与自主学习关系中的链式中介作用

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-01-28 DOI: 10.1016/j.stueduc.2026.101571

Yue Zhang , Zishu Meng , Hailan Jiang , Xiaoqiong Ren

Rooted in social cognitive theory, this study aimed to explore the relationship between Chinese high school students' perceived teachers' academic support and their self-regulated learning, as well as the chain mediation effect of school belonging and resilience in this relationship. A questionnaire survey was conducted among 4003 11th-grade students in central China. The results of structural equation model showed that perceived teachers' academic support was significantly and positively associated with their self-regulated learning. Moreover, school belonging and resilience partially mediated the relationship between perceived teachers' academic support and self-regulated learning, respectively. Meanwhile, a chain mediating effect of school belonging and resilience was found in the association between perceived teachers' academic support and self-regulated learning. These findings expand upon existing literature by identifying the key factors influencing self-regulated learning within the Chinese education context, providing empirical evidence to inform targeted educational practices in East Asian settings.

基于社会认知理论，本研究旨在探讨中国高中生感知到的教师学业支持与自我调节学习的关系，以及学校归属感和弹性在这一关系中的连锁中介作用。对华中地区4003名高一学生进行问卷调查。结构方程模型结果显示，感知教师学业支持与自我调节学习显著正相关。此外，学校归属感和弹性分别在感知教师学业支持与自我调节学习之间起部分中介作用。同时，在教师学业支持感知与自我调节学习的关系中，发现学校归属感和弹性的连锁中介效应。这些发现通过识别影响中国教育背景下自主学习的关键因素，对现有文献进行了扩展，为东亚地区有针对性的教育实践提供了经验证据。

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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 : 2026-01-27 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

The short- and long-term impact of teacher formal certification on students’ school outcomes: A propensity weighting approach 教师正规认证对学生学业成绩的短期和长期影响：倾向加权法

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-01-27 DOI: 10.1016/j.stueduc.2026.101567

Kajsa Yang Hansen , Stefan Johansson

Establishing a causal link between teachers’ formal certification and students’ academic achievement presents persistent methodological challenges. Although several studies have reported positive associations, many have been limited by weak designs, while those employing more rigorous methods have yielded mixed or null findings (e.g., Pontoppidan et al., 2018). This study applied a propensity score weighting approach to examine whether teacher certification causally influences students’ PIRLS reading achievement in Grade 4 and school outcomes in Grade 6 and 9 in Sweden. Integrated PIRLS 2016 and national register data was used. The findings suggested that teacher certification has a substantial impact on both short- and long-term development of students’ school outcomes, where differences in knowledge and assessment practices between certified and uncertified teachers may play a crucial role.

在教师的正式认证和学生的学习成绩之间建立因果关系，在方法论上提出了持续的挑战。尽管有几项研究报告了积极的关联，但许多研究受到薄弱设计的限制，而那些采用更严格方法的研究则产生了混合或无效的结果（例如，Pontoppidan等人，2018）。本研究采用倾向得分加权法来检验教师资格证书是否会对瑞典四年级学生的PIRLS阅读成绩以及六年级和九年级学生的学业成绩产生因果影响。综合PIRLS 2016和国家登记数据。研究结果表明，教师认证对学生学业成果的短期和长期发展都有重大影响，其中认证教师和未认证教师之间的知识和评估实践差异可能起着至关重要的作用。

引用次数: 0

An exploratory network analysis of early care and education quality 早期照护与教育质量的探索性网络分析

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2026-01-23 DOI: 10.1016/j.stueduc.2026.101564

Fangfang Zhao , Ying Fang , Jinliang Qin

This study provides an exploratory examination of early care and education (ECE) quality in Eastern China from an interaction-dominant perspective. Using network analysis, the study maps the overall structure of ECE quality, capturing interdependence among dimensions both within the network and across classroom- and child-level sub-networks. Data were collected from 266 children across 16 classrooms in 6 childcare centers in Eastern China. Results indicated that the quality network was highly stable and showed strong validity. The classroom-level Program Structure emerged as the key dimension across the entire network, while the child-level Space and Furnishings dimension acted as a bridge between classroom- and child-level sub-networks. These findings provide preliminary support for the applicability of network analysis in the study of ECE quality and reveal structural features of quality that can guide future research with larger, culturally diverse, and geographically varied samples.

本研究从互动主导的视角对中国东部地区幼儿教育质量进行了探索性考察。使用网络分析，该研究绘制了欧洲经委会质量的总体结构，捕捉了网络内以及跨课堂和儿童级子网络各维度之间的相互依存关系。数据收集自中国东部6个托儿中心16个教室的266名儿童。结果表明，质量网络具有较高的稳定性和较强的效度。教室级的程序结构成为整个网络的关键维度，而儿童级的空间和家具维度充当了教室和儿童级子网络之间的桥梁。这些发现为网络分析在ECE质量研究中的适用性提供了初步支持，并揭示了质量的结构特征，可以指导未来对更大、文化多样性和地理多样性样本的研究。

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全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

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Studies in Educational Evaluation

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