Studies in Educational Evaluation最新文献_第3页

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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引用次数: 0

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