Pub Date : 2026-01-27DOI: 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.
{"title":"The short- and long-term impact of teacher formal certification on students’ school outcomes: A propensity weighting approach","authors":"Kajsa Yang Hansen , Stefan Johansson","doi":"10.1016/j.stueduc.2026.101567","DOIUrl":"10.1016/j.stueduc.2026.101567","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101567"},"PeriodicalIF":2.6,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146077758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-23DOI: 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.
{"title":"An exploratory network analysis of early care and education quality","authors":"Fangfang Zhao , Ying Fang , Jinliang Qin","doi":"10.1016/j.stueduc.2026.101564","DOIUrl":"10.1016/j.stueduc.2026.101564","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101564"},"PeriodicalIF":2.6,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-22DOI: 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.
{"title":"Master’s students’ perceptions of supervisory feedback and its links to engagement and learning: A mixed-methods study","authors":"Kim-Daniel Vattøy","doi":"10.1016/j.stueduc.2026.101563","DOIUrl":"10.1016/j.stueduc.2026.101563","url":null,"abstract":"<div><div>This concurrent mixed-methods study examined how master’s students (<em>n</em> = 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.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101563"},"PeriodicalIF":2.6,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-20DOI: 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.
{"title":"Students’ willingness to engage with feedback from central tests: The influence of cognitive and non-cognitive student characteristics","authors":"G. Molenberghs , R. Van Gasse , E. Goffin , S. De Maeyer , J. Vanhoof","doi":"10.1016/j.stueduc.2026.101561","DOIUrl":"10.1016/j.stueduc.2026.101561","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101561"},"PeriodicalIF":2.6,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-19DOI: 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.
{"title":"An illustrative case study of researcher roles and challenges in a Dutch school-level research-practice partnership","authors":"Brianna L. Kennedy , Semiha Bekir , Lotte Henrichs","doi":"10.1016/j.stueduc.2026.101558","DOIUrl":"10.1016/j.stueduc.2026.101558","url":null,"abstract":"<div><div>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 (<em>n</em> = 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.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101558"},"PeriodicalIF":2.6,"publicationDate":"2026-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-19DOI: 10.1016/j.stueduc.2026.101559
Anubha Rohatgi , Ove E. Hatlevik
In today's digital society, it is important for young people to develop a metacognitive understanding of how to react to and respond to messages from strangers. This study explores the relationship between reading achievement, online reading activities, metacognitive skills, and socio-economic backgrounds. Analysis of PISA 2018 Nordic samples indicates a positive statistical association between metacognitive credibility-evaluation skills and reading achievement. Reading achievement is also associated with student background variables. Across the Nordic countries, the tested models explain between 17 % and 29 % of the variation in students’ metacognitive credibility evaluation skills within schools. However, not all students benefit equally as school-based digital skills instruction does not consistently support online metacognition. Addressing these disparities is key to supporting inclusive digital learning and enhancing students’ ability to assess information credibility.
{"title":"The interrelationships between reading achievement, online reading activities, and metacognitive skills: Findings from PISA data","authors":"Anubha Rohatgi , Ove E. Hatlevik","doi":"10.1016/j.stueduc.2026.101559","DOIUrl":"10.1016/j.stueduc.2026.101559","url":null,"abstract":"<div><div>In today's digital society, it is important for young people to develop a metacognitive understanding of how to react to and respond to messages from strangers. This study explores the relationship between reading achievement, online reading activities, metacognitive skills, and socio-economic backgrounds. Analysis of PISA 2018 Nordic samples indicates a positive statistical association between metacognitive credibility-evaluation skills and reading achievement. Reading achievement is also associated with student background variables. Across the Nordic countries, the tested models explain between 17 % and 29 % of the variation in students’ metacognitive credibility evaluation skills within schools. However, not all students benefit equally as school-based digital skills instruction does not consistently support online metacognition. Addressing these disparities is key to supporting inclusive digital learning and enhancing students’ ability to assess information credibility.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101559"},"PeriodicalIF":2.6,"publicationDate":"2026-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-19DOI: 10.1016/j.stueduc.2026.101562
Lena Asp
This study examines the construct validity of the mathematics confidence scale in the Swedish TIMSS 2019 fourth-grade data, addressing a methodological gap in educational effectiveness research, conducting secondary analyses of international large-scale assessments (ILSAs). Previous research has operationalised the mathematics confidence construct in various ways. Although ISLA data provide robust measures, self-report scales require validation for method effects and linguistic equivalence across cultures. Using confirmatory factor analysis and bifactor exploratory structural equation modelling, this study examined the factorial structure and translation equivalence of the mathematics confidence scale to validate its operationalisation for further analyses. Results indicated method effects associated with mixed-worded items, suggesting that linguistic complexity may compromise validity. Structural equation models confirmed a significant relationship between mathematics confidence and achievement, yet model fit, and strength of relationships varied across operationalisations. The findings underscore the importance of construct validation in ILSA-based secondary analyses and call for greater attention to translation equivalence and item wording.
{"title":"Construct validity of a mixed-worded mathematics confidence scale: Relations with mathematics achievement in TIMSS 2019","authors":"Lena Asp","doi":"10.1016/j.stueduc.2026.101562","DOIUrl":"10.1016/j.stueduc.2026.101562","url":null,"abstract":"<div><div>This study examines the construct validity of the mathematics confidence scale in the Swedish TIMSS 2019 fourth-grade data, addressing a methodological gap in educational effectiveness research, conducting secondary analyses of international large-scale assessments (ILSAs). Previous research has operationalised the mathematics confidence construct in various ways. Although ISLA data provide robust measures, self-report scales require validation for method effects and linguistic equivalence across cultures. Using confirmatory factor analysis and bifactor exploratory structural equation modelling, this study examined the factorial structure and translation equivalence of the mathematics confidence scale to validate its operationalisation for further analyses. Results indicated method effects associated with mixed-worded items, suggesting that linguistic complexity may compromise validity. Structural equation models confirmed a significant relationship between mathematics confidence and achievement, yet model fit, and strength of relationships varied across operationalisations. The findings underscore the importance of construct validation in ILSA-based secondary analyses and call for greater attention to translation equivalence and item wording.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101562"},"PeriodicalIF":2.6,"publicationDate":"2026-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-07DOI: 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.
{"title":"Larger immigrant-native academic achievement gaps in EU countries: A study of the PISA assessment from 2006 to 2022","authors":"Qingke Guo , Xiaojie Xin","doi":"10.1016/j.stueduc.2025.101556","DOIUrl":"10.1016/j.stueduc.2025.101556","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101556"},"PeriodicalIF":2.6,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145925716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-30DOI: 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.
{"title":"Assessing school readiness domains in a large cohort of refugee children: Validation and links with family factors","authors":"Alexandra Cheah , Kimberley Kong , Jean Anne Heng , Katharina Ereky-Stevens , Iram Siraj","doi":"10.1016/j.stueduc.2025.101557","DOIUrl":"10.1016/j.stueduc.2025.101557","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101557"},"PeriodicalIF":2.6,"publicationDate":"2025-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-17DOI: 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.
{"title":"The predictive validity of PIRLS and ePIRLS on later academic achievement: Insights from Sweden,","authors":"Elpis Grammatikopoulou","doi":"10.1016/j.stueduc.2025.101554","DOIUrl":"10.1016/j.stueduc.2025.101554","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101554"},"PeriodicalIF":2.6,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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