Studies in Educational Evaluation最新文献_第2页

School accountability and teachers’ grading in a low-stakes system: Evidence from a randomized monitoring experiment in Italy 低风险系统中的学校问责制和教师评分：来自意大利随机监测实验的证据

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.2025.101538

Francesco Balzaretti , Moris Triventi

This study investigates the impact of a large-scale randomized repeated external monitoring program on teachers’ grading practices in a low-stakes accountability system. We leverage the repeated random assignment of external monitors in Italian primary schools between 2012 and 2015 to estimate the causal effects of this accountability tool on school-level grading. Drawing on comprehensive administrative data (INVALSI-SNV) covering the universe of fifth-grade students, we employ a staggered difference-in-differences design to estimate short- and medium-term effects on average grades and teachers’ grading leniency. Our analysis reveals that the monitoring program has no measurable impact on teachers’ grading. These findings suggest that grading - an entrenched and locally governed pedagogical practice - remains largely unaffected by episodic external monitoring when embedded in a low-stakes context. More broadly, the study highlights the limits of soft accountability mechanisms in shaping professional norms and reducing grading disparities in education systems without formal performance-based incentives.

本研究探讨了在低风险问责制下，大规模随机重复外部监测项目对教师评分实践的影响。我们利用2012年至2015年期间在意大利小学反复随机分配的外部监督员来估计这种问责工具对学校级别评分的因果影响。利用涵盖五年级学生的综合行政数据（INVALSI-SNV），我们采用交错差中差设计来估计对平均成绩和教师评分宽容的短期和中期影响。我们的分析表明，监控程序对教师的评分没有可衡量的影响。这些发现表明，在低风险背景下，评分——一种根深蒂固的、由地方管理的教学实践——在很大程度上不受偶发性外部监督的影响。更广泛地说，该研究强调了软问责机制在没有正式的基于绩效的激励措施的情况下，在形成专业规范和减少教育系统中的等级差异方面的局限性。

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引用次数: 0

Decoding the Raters’ mind: A metadiscourse investigation of ChatGPT vs EFL instructors in Business English Writing Assessment 解读评价者的心理：商务英语写作评估中ChatGPT与EFL教师的元语篇调查

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.2025.101541

Yanrong Zhu , Manxia Dong

The rapid advancement of natural language processing (NLP) and artificial intelligence (AI) has led to the widespread applications of large language models such as ChatGPT across various fields, particularly in education. Despite this growing adoption, significant questions persist about their effectiveness in assessing English for Specific Purposes (ESP) writing, especially in specialized domains that require nuanced assessment criteria. This study aims to investigate ChatGPT’s performance in Business English (BE) writing assessment from a metadiscourse perspective, comparing its scoring patterns with those of qualified EFL instructors. The results reveal significant differences in scoring Content and Communicative Achievement (CA) dimensions between human and machine raters. Subsequent qualitative analysis demonstrates ChatGPT’s weakness in evaluating three critical aspects: digression, transitional coherence and tonal appropriateness. These findings suggest that, while AI tools show promise for basic writing assessment, their current capabilities fall short of addressing the complex rhetorical demands of professional business communication. The study concludes by proposing a hybrid assessment framework that strategically integrates AI efficiency with the contextual sensitivity of human raters. At present, such an approach is particularly valuable for high-stakes BE writing evaluation, where both linguistic accuracy and pragmatic competence require careful consideration. Future model improvements should explore architecture innovations—such as incorporating discourse parsing and pragmatic reasoning modules — to enhance their communicative depth and applicability across specialized writing contexts.

自然语言处理（NLP）和人工智能（AI）的快速发展导致了大型语言模型（如ChatGPT）在各个领域的广泛应用，特别是在教育领域。尽管越来越多的人采用这种方法，但在评估特殊用途英语（ESP）写作的有效性方面，特别是在需要细微评估标准的专业领域，仍然存在重大问题。本研究旨在从元语篇的角度考察ChatGPT在商务英语写作评估中的表现，并将其评分模式与合格英语教师的评分模式进行比较。结果显示，人类和机器评分者在评分内容和交流成就（CA）维度上存在显著差异。随后的定性分析表明，ChatGPT在评估三个关键方面存在缺陷：离题、过渡连贯和音调适当性。这些发现表明，尽管人工智能工具有望用于基本的写作评估，但它们目前的能力不足以解决专业商务沟通中复杂的修辞要求。该研究最后提出了一个混合评估框架，将人工智能的效率与人类评分者的上下文敏感性战略性地结合起来。目前，这种方法在高风险的商务英语写作评估中尤其有价值，因为这需要仔细考虑语言准确性和语用能力。未来的模型改进应该探索架构创新——比如结合语篇解析和语用推理模块——以提高它们在专业写作环境中的交流深度和适用性。

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引用次数: 0

Grading after reform: How policy change affected teachers’ grading for university entrance qualifications 改革后的评分：政策变化如何影响教师的大学入学资格评分

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.2025.101540

Vincent Schatz-Laliberté , Marko Lüftenegger

This paper investigates the impact of a 2020 Austrian grading reform on teachers’ grading practices for university entrance qualifications. The reform introduced a combined model integrating teacher-awarded classroom grades with standardized exam scores. Employing a sequential explanatory mixed-methods design, we analyze longitudinal data on classroom grades in German and Mathematics from 2017 to 2023, alongside 14 in-depth teacher interviews. Quantitative findings reveal significant grade inflation following the reform, particularly in Mathematics. Qualitative results offer insight into the reform’s influence on teachers’ grading behavior, highlighting a shift toward greater leniency and strategic decision-making to secure students’ passing of final exams. Teachers reported a decline in grading standards, along with increased internal conflict and external pressure, raising concerns about the credibility of final outcomes. These studies contribute to educational research by highlighting how policy changes can affect final grades and teacher decision-making, revealing far-reaching, unintended consequences of structural shifts in high-stakes contexts.

本文调查了2020年奥地利评分改革对大学入学资格教师评分实践的影响。这项改革引入了一种综合模式，将教师颁发的课堂成绩与标准化考试成绩相结合。采用顺序解释性混合方法设计，我们分析了2017年至2023年德语和数学课堂成绩的纵向数据，以及14位深度教师访谈。定量调查结果显示，改革后成绩明显膨胀，特别是在数学方面。定性结果可以深入了解改革对教师评分行为的影响，突出了向更宽容和战略决策的转变，以确保学生通过期末考试。教师们报告说，评分标准下降了，内部冲突和外部压力也增加了，这引起了人们对最终结果可信度的担忧。这些研究强调了政策变化如何影响最终成绩和教师决策，揭示了高风险环境下结构变化的深远、意想不到的后果，从而有助于教育研究。

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引用次数: 0

Searching for long-term reciprocal effects between achievement and interest in cooperative education programme 探索合作教育项目的成绩与兴趣之间的长期互惠效应

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-21 DOI: 10.1016/j.stueduc.2025.101537

Steffen Wild

Evidence for the ordering of the effect between interest and achievement remains an unresolved issue. Previous studies in this field predominantly rely on data from school contexts and STEM disciplines. The aim of this research is to analyse reciprocal effects between subject interest and achievement, focusing on long-term effects among students in higher education programmes. Data is used from a three-year longitudinal design with three annual measurements, based on cooperative education, involving 1828 participants. A random intercept cross-lagged panel model was used to test hypotheses. The analyses reveal positive reciprocal effects across subsequent time lags: from achievement to subject interest, and then from subject interest to achievement. However, these effects are not consistent and depend on specific conditions, including time-dependent factors, such as the phase of the study programme. Further research using other study formats and research designs is necessary to examine the robustness of the results.

兴趣和成就之间的影响顺序的证据仍然是一个未解决的问题。该领域之前的研究主要依赖于学校背景和STEM学科的数据。本研究的目的是分析学科兴趣和成绩之间的相互影响，重点关注高等教育课程对学生的长期影响。数据来自一项为期三年的纵向设计，每年进行三次测量，基于合作教育，涉及1828名参与者。采用随机截距交叉滞后面板模型检验假设。分析显示，在随后的时间滞后中，从成就到主体兴趣，再从主体兴趣到成就，都存在着积极的相互作用。然而，这些影响并不一致，取决于具体条件，包括时间相关因素，如学习计划的阶段。使用其他研究格式和研究设计的进一步研究是必要的，以检验结果的稳健性。

引用次数: 0

Evaluating the determinants of Metaverse learning benefits in higher education: A mixed-methods investigation of system quality, institutional support, and personal innovativeness 评估高等教育中元宇宙学习效益的决定因素：系统质量、制度支持和个人创新的混合方法调查

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-21 DOI: 10.1016/j.stueduc.2025.101536

Shaofeng Wang , Hao Zhang

This study investigates the effectiveness and determinants of Metaverse-based learning environments in higher education through a comprehensive evaluation framework. Using a mixed-methods approach, we examined how system quality, information quality, service quality, and university support affect learning outcomes in Metaverse environments. Data were collected from 201 university students through questionnaires and supplemented with in-depth interviews from 20 participants. Structural equation modeling revealed that institutional quality factors significantly influence students' perceived usefulness, ease of use, and satisfaction with Metaverse learning platforms. Personal innovativeness emerged as a crucial moderator, enhancing the relationship between perceived usefulness and learning outcomes. Qualitative findings have highlighted the importance of institutional support mechanisms and technical infrastructure for effective Metaverse-based learning. The study provides empirical evidence to guide evaluation frameworks for emerging educational technologies and offers practical, evidence-based guidance for decision-making in higher education institutions.

本研究通过一个综合评估框架来探讨高等教育中基于元维学习环境的有效性及其决定因素。使用混合方法，我们研究了系统质量、信息质量、服务质量和大学支持如何影响Metaverse环境中的学习成果。通过问卷调查的方式收集201名大学生的数据，并辅以20名参与者的深度访谈。结构方程模型显示，机构质量因素显著影响学生对Metaverse学习平台的感知有用性、易用性和满意度。个人创新成为一个重要的调节因素，增强了感知有用性和学习成果之间的关系。定性研究结果强调了机构支持机制和技术基础设施对有效的基于元汇的学习的重要性。该研究为指导新兴教育技术的评估框架提供了经验证据，并为高等教育机构的决策提供了实用的、基于证据的指导。

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引用次数: 0

Improving teachers' beliefs about using student feedback: Can professional learning communities make a difference? 提高教师使用学生反馈的信念：专业学习社区能有所作为吗？

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-15 DOI: 10.1016/j.stueduc.2025.101534

Lucas Silva-Didier , Kim Schildkamp , Adrie J. Visscher , Roel J. Bosker

Although the use of student perceptions of teaching quality has been promoted as a tool for instructional improvement, its adoption in practice remains challenging. Teachers’ beliefs play a key role in whether such data is embraced or resisted. This study examined the implementation and effects of a teacher professional development program on teachers’ beliefs about using student perceptions of teaching quality data. In 15 Chilean schools, teachers worked in professional learning communities. Pre and post-surveys with 39 teachers assessed affective and instrumental attitudes, perceived controllability, and self-efficacy. Implementation of key activities (e.g., discussing student perceptions of teaching quality data with students) was limited, and beliefs did not change significantly during the program. Correlational analyses indicated that participants with higher baseline beliefs were more likely to show decreases after the program. High pre-test scores, short duration, and partial implementation constrained the program’s outcomes.

尽管利用学生对教学质量的感知作为一种改进教学的工具已经得到了推广，但在实践中采用它仍然具有挑战性。教师的信念在这些数据是被接受还是被抵制方面起着关键作用。本研究考察了教师专业发展计划的实施及其对教师使用学生对教学质量数据感知的信念的影响。在智利的15所学校，教师在专业学习社区工作。对39名教师进行了前后调查，评估了情感态度和工具态度、感知可控性和自我效能。关键活动（例如，与学生讨论学生对教学质量数据的看法）的实施是有限的，并且在项目期间信念没有显着改变。相关分析表明，具有较高基线信念的参与者更有可能在项目后表现出下降。高预试分数、短持续时间和部分实施限制了项目的结果。

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引用次数: 0

Cross-cultural examination of teacher-child dependency and relationship quality across Greece and China 希腊和中国师生依赖和关系质量的跨文化研究

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-14 DOI: 10.1016/j.stueduc.2025.101533

Anastasia Vatou , Weiyi Xie , Katerina Krousorati , Xiao Zhang , Athanasios Gregoriadis

This cross-cultural study investigated the factorial structure and the measurement invariance of the Teacher-Child Dependency Scale (TCDS) and Student-Teacher Relationship Scale (STRS-SF) in Greece and China. The sample consisted of 346 children (Greece: 170, China: 176) and 44 teachers across 18 Early Childhood Education and Care (ECEC) settings. A two-factor structure of the TCDS - emotional dependency and physical dependency was supported and found to be invariant across cultures. Chinese teachers reported higher levels of closeness and physical dependency than their Greek counterparts, whereas emotional dependency was similar across countries. Teacher-child closeness negatively predicted internalizing and externalizing problems in both contexts. However, cultural differences emerged: emotional dependency significantly predicted behavioral issues in Greek children, whereas physical dependency played a more prominent role in internalizing issues for Chinese children. These results highlight the role of cultural contexts in shaping teacher-child relationships and suggest the need for culturally tailored practices and interventions in ECEC.

本跨文化研究考察了希腊和中国师生依赖量表（TCDS）和师生关系量表（STRS-SF）的因子结构和测量不变性。样本包括来自18个幼儿教育和护理（ECEC）机构的346名儿童（希腊170名，中国176名）和44名教师。情感依赖和身体依赖的双因素结构在不同文化中是不变的。与希腊教师相比，中国教师的亲密程度和身体依赖程度更高，而各国教师的情感依赖程度相似。在这两种情况下，师生亲密负向预测内化和外化问题。然而，文化差异也出现了：希腊儿童的情绪依赖显著预测行为问题，而中国儿童的身体依赖在内化问题上的作用更为突出。这些结果强调了文化背景在塑造师生关系中的作用，并建议在ECEC中需要根据不同文化进行定制的实践和干预。

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引用次数: 0

The competency profile of secondary-school teachers: Importance and development of teaching competencies 中学教师胜任力特征：教学胜任力的重要性与发展

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-14 DOI: 10.1016/j.stueduc.2025.101535

Esther López-Martín, Eva Expósito-Casas, Ana Patricia Fernández-Suárez, Belén Gutiérrez-de-Rozas

This paper examines teachers' and school leaders' perceptions of the competencies that are crucial for secondary-education teachers to meet students' needs, evaluates the training received to enhance these competencies and identifies the most effective methods for their development. A non-experimental, ex post facto study was conducted with 683 teachers (including 157 school leaders) from secondary education centres in Spain. The results show that both pedagogical and personal competencies are highly valued, indicating that participants perceive the teaching profession as highly demanding. The study also reveals a gap between the importance of these competencies and the training received by teachers. Additionally, teachers view practical experience as the most effective method of developing these competencies, followed by continuous training, with initial training being the least effective. These findings underscore the need for a comprehensive competence framework for secondary-education teachers to guide teacher selection, performance evaluation, career development and training.

本文考察了教师和学校领导对中等教育教师满足学生需求的关键能力的看法，评估了为提高这些能力而接受的培训，并确定了发展这些能力的最有效方法。对来自西班牙中等教育中心的683名教师（包括157名学校领导）进行了一项非实验性的事后研究。结果显示，教学能力和个人能力都受到高度重视，表明参与者认为教师职业要求很高。该研究还揭示了这些能力的重要性与教师接受的培训之间的差距。此外，教师认为实践经验是培养这些能力的最有效方法，其次是持续培训，最初的培训效果最差。这些发现强调，需要为中等教育教师建立一个全面的能力框架，以指导教师的选择、绩效评估、职业发展和培训。

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引用次数: 0

The effect of teacher data use professional development interventions on student achievement: A meta-analysis and qualitative comparative analysis 教师数据使用专业发展干预对学生成绩的影响：荟萃分析和定性比较分析

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-12 DOI: 10.1016/j.stueduc.2025.101528

Susanne Spiele , Jeroen J.H.M. Janssen , Kim Schildkamp , Cindy L. Poortman

This meta-analysis combined with a qualitative analysis focused on effective data use professional development interventions and intervention design characteristics for teachers. The 27 included studies had a total of 86 effect sizes and used student achievement as outcome measure. Intervention design characteristics and study design characteristics were included as moderator variables. A random-effects multilevel meta-analysis showed a medium-sized positive effect on student achievement (g =.41) with significant heterogeneity. Moderator analysis showed that when study design was controlled for, intervention design characteristics did not significantly affect student achievement. A moderate to strong correlation was found between intervention design and study design (i.e., studies with a theoretically more effective intervention design tended to have a higher possibility of methodological bias). However, the qualitative analysis showed that data use-specific intervention and school (implementation) characteristics were associated with higher effect sizes.

本荟萃分析结合定性分析，聚焦于有效的数据使用专业发展干预措施和干预设计特点的教师。纳入的27项研究共有86个效应量，并以学生成绩作为结果衡量标准。干预设计特征和研究设计特征作为调节变量。随机效应多水平荟萃分析显示，对学生成绩有中等程度的积极影响（g =.41），异质性显著。调节因子分析显示，当研究设计受到控制时，干预设计特征对学生成绩没有显著影响。在干预设计和研究设计之间发现了中等到强的相关性（即，理论上更有效的干预设计的研究往往具有更高的方法学偏差可能性）。然而，定性分析表明，数据使用特异性干预和学校（实施）特征与较高的效应量相关。

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引用次数: 0

A systematic review of key assessment tools applied to assess metacognition in secondary school students 用于评估中学生元认知的主要评估工具的系统回顾

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-11 DOI: 10.1016/j.stueduc.2025.101531

María Sánchez-Munilla , Enrique Navarro Asencio , José Luis Gaviria Soto

Metacognition significantly influences students' academic performance, underscoring the need for reliable assessment instruments. This systematic review synthesizes the bibliometric, sample, and assessment characteristics of quantitative metacognition evaluation tools used in secondary school students over three decades. The study followed the PRISMA protocol (Page et al., 2021) using Dialnet, Scopus, ERIC, and PsycInfo databases. 359 studies were selected from 5703 identified. Bibliometric findings reveal a growing body of research on metacognition over the years. The sample is balanced in terms of gender, country, and age, though sample sizes are generally small. Regarding assessment, traditional measures predominate, primarily comprising self-report questionnaires administered in a pencil-and-paper format, with the most utilized tools originating from the 1990s. Several assessment tools appraise specific metacognitive dimensions, with no single instrument encompassing a comprehensive evaluation of metacognitive processes. The study concludes with implications and limitations, along with recommendations for future research.

元认知显着影响学生的学习成绩，强调需要可靠的评估工具。本系统综述综合了三十年来用于中学生的定量元认知评估工具的文献计量学、样本和评估特征。该研究遵循PRISMA协议（Page et al., 2021），使用Dialnet、Scopus、ERIC和PsycInfo数据库。从5703项研究中选择了359项。文献计量学的发现揭示了近年来元认知研究的增长。样本在性别、国家和年龄方面是平衡的，尽管样本量通常很小。关于评估，传统措施占主导地位，主要包括以纸笔形式填写的自我报告问卷，使用最多的工具源自1990年代。一些评估工具评估特定的元认知维度，没有一个单一的工具包括元认知过程的全面评估。该研究总结了影响和局限性，以及对未来研究的建议。

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引用次数: 0