Studies in Educational Evaluation最新文献

英文中文

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

Predicting the Mathematics Literacy of Resilient Students from High‐performing Economies: A Machine Learning Approach 预测来自绩优经济体的适应性强的学生的数学素养：机器学习方法

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-11-04 DOI: 10.1016/j.stueduc.2024.101412

Yimei Zhang, Maria Cutumisu

Mathematics is a crucial yet challenging subject for all students. Therefore, it is important to understand the role of academic resilience in mathematics, which enables students to overcome academic challenges. This study applied two machine learning algorithms, Lasso Regression (LR) and Random Forest (RF), to predict the mathematics literacy of resilient students from high-performing economies across cultures in PISA 2022. The findings indicated both RF and LR performed better in Western cultures than in Eastern cultures. Furthermore, in Eastern cultures, mathematics self-efficacy for 21st-century skills played an important role in predicting resilient students’ mathematics literacy, followed by self-efficacy towards mathematics, and mathematics anxiety. In Western cultures, self-efficacy towards mathematics was the predominant predictor, followed by mathematics self-efficacy for 21st-century skills. Theoretically, this study identifies key factors in predicting resilient students’ mathematics literacy across cultures. Methodologically, it is the first to apply ML in exploring resilient students’ mathematics literacy. Practically, it guides educators interested in developing interventions to improve resilient students’ mathematics literacy.

数学对所有学生来说都是一门重要而又充满挑战的学科。因此，了解学业适应力在数学中的作用非常重要，它能帮助学生克服学业挑战。本研究应用了两种机器学习算法--拉索回归（LR）和随机森林（RF）--来预测 2022 年国际学生评估项目（PISA）中来自不同文化背景的高绩效经济体学生的数学素养。研究结果表明，RF 和 LR 在西方文化中的表现均优于东方文化。此外，在东方文化中，21 世纪技能的数学自我效能感在预测抗挫折学生的数学素养方面发挥了重要作用，其次是数学自我效能感和数学焦虑。在西方文化中，对数学的自我效能感是最主要的预测因素，其次是对 21 世纪技能的数学自我效能感。从理论上讲，本研究确定了预测不同文化背景下弹性学生数学素养的关键因素。在方法论上，本研究首次将 ML 应用于探究具有适应力的学生的数学素养。在实践中，它为有兴趣制定干预措施以提高有适应力学生数学素养的教育工作者提供了指导。

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引用次数: 0

What value do standardized observation systems add to summative teacher evaluation systems? 标准化观察系统对终结性教师评价系统有何价值？

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-10-30 DOI: 10.1016/j.stueduc.2024.101414

Mark White , Bridget Maher

Teacher evaluation systems work to balance summative and formative goals. Instructional observations are an important part of such systems, allowing evaluation to directly impact instruction. Research shows that summative and formative goals can conflict with each other. This paper examines whether the summative usage of observation scores contributes to summative evaluation. We find that, after accounting for traditional principal ratings, observation scores provide little predictive validity for identifying high quality teachers. Given the reviewed negative impacts of summative uses of observation scores in teacher evaluation, teacher evaluation systems should reconsider the summative usage of observation scores.

教师评价体系努力平衡终结性目标和形成性目标。教学观察是此类系统的重要组成部分，可使评价直接影响教学。研究表明，终结性目标和形成性目标可能相互冲突。本文研究了观察评分的终结性使用是否有助于终结性评价。我们发现，在考虑了传统的校长评级后，观察评分对识别优质教师的预测效力很小。鉴于观察评分在教师评价中的终结性使用所产生的负面影响，教师评价体系应重新考虑观察评分的终结性使用。

引用次数: 0

Exploring factors influencing teacher self-efficacy in implementing inclusive education in Cambodia: A two-level hierarchical linear model 探索影响柬埔寨教师实施全纳教育自我效能感的因素：两级分层线性模型

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-10-30 DOI: 10.1016/j.stueduc.2024.101415

Sokunrith Pov , Norimune Kawai , Rie Murakami

This study examined teachers’ self-efficacy for inclusive practices and identified factors influencing it. The study involved 1008 primary school teachers from 236 schools across Cambodia. It was guided by a conceptual framework grounded in Bandura’s Theory of Self-Efficacy, addressing existing research gaps and incorporating empirical insights into the factors shaping teachers’ self-efficacy for inclusive practices. Using descriptive statistics, exploratory factor analysis, reliability tests, and the two-level hierarchical linear model (HLM), the study found that teachers reported the highest self-efficacy in managing behaviours and the lowest in collaboration, especially with parents. Factors such as gender, interaction experience, inclusive education training, knowledge of disabilities, and the implementation of inclusive education programmes significantly influenced their self-efficacy. The study’s findings provide valuable insights for improving teacher education in the context of inclusive practices.

本研究考察了教师在全纳实践中的自我效能感，并确定了影响因素。柬埔寨全国 236 所学校的 1008 名小学教师参与了这项研究。研究以班杜拉的 "自我效能理论"（Theory of Self-Efficacy）为基础的概念框架为指导，填补了现有研究的空白，并将经验性见解融入影响教师全纳实践自我效能感的因素中。通过描述性统计、探索性因素分析、可靠性测试和两级分层线性模型（HLM），研究发现，教师在行为管理方面的自我效能感最高，而在合作方面，尤其是与家长合作方面的自我效能感最低。性别、互动经验、全纳教育培训、残疾知识和全纳教育计划的实施情况等因素对教师的自我效能感有很大影响。研究结果为在全纳实践中改进教师教育提供了宝贵的启示。

引用次数: 0

Investigating anonymity in formative and summative peer assessment: Effects on university students’ social-affective factors, perceptions and preference 调查形成性和终结性同行评估中的匿名性：对大学生社会情感因素、认知和偏好的影响

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-10-25 DOI: 10.1016/j.stueduc.2024.101410

Juan Fraile , Meritxell Monguillot , Carles González-Arévalo , Paula Lehane , Ernesto Panadero

This study examines the impact of anonymity on students’ social-affective processes, as well as their perceptions and preferences regarding peer assessment and grading for both formative and summative purposes. 177 higher education students participated in this quasi-experimental study. They participated in two peer assessment activities after receiving training on the provision of effective feedback. The first peer assessment activity was formative in nature, while the second was summative. The study had two conditions: anonymous peer assessment and non-anonymous peer assessment. Results indicate that although 73.6 % of all students (90.5 % in the anonymous condition and 56.5 % in the non-anonymous condition) preferred anonymous peer assessment, this preference did not significantly impact perceptions of fairness or peer pressure. This challenges assumptions around the effects of anonymity. Interestingly, non-anonymous settings were still favourably viewed, with the open-ended responses indicating the value of face-to-face dialogue. This suggests that non-anonymous, highly formative peer assessment requiring more interaction may lead to better social and interpersonal outcomes.

本研究探讨了匿名对学生社会情感过程的影响，以及他们对形成性和终结性同伴评价和评分的看法和偏好。177 名高校学生参与了这项准实验研究。他们在接受了提供有效反馈的培训后，参加了两次同伴互评活动。第一项同伴互评活动是形成性的，第二项是总结性的。研究分为两种情况：匿名同伴互评和非匿名同伴互评。结果表明，尽管 73.6% 的学生（匿名条件下为 90.5%，非匿名条件下为 56.5%）更喜欢匿名同伴互评，但这种偏好并没有对公平性或同伴压力的感知产生重大影响。这对有关匿名影响的假设提出了挑战。有趣的是，非匿名环境仍然受到好评，开放式回答显示了面对面对话的价值。这表明，需要更多互动的非匿名、高度形成性同伴评价可能会带来更好的社会和人际关系结果。

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引用次数: 0

Re-imagining educational quality. The need for a multidimensional approach in evaluating educational quality through TIMSS data 重新认识教育质量。通过 TIMSS 数据评估教育质量需要多维方法

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-10-22 DOI: 10.1016/j.stueduc.2024.101409

Lies Appels , Sven De Maeyer , Peter Van Petegem

In recent years, international assessments have significantly impacted the discourse pivoting educational quality, often simplifying it to a single achievement continuum. With literature emphasizing quality’s multidimensional nature, this unidimensional view challenges the concept’s complexity. Although research with international datasets has identified multiple dimensions of educational quality, they are often considered in isolation. This paper seeks to expand current state of research by advocating a multidimensional approach using cluster analysis. Employing TIMSS data, six distinct clusters are portrayed, representing diverse quality configurations across global educational systems. This nuanced evaluation enhances our understanding of quality patterns and informs recommendations for future research.

近年来，国际评估对有关教育质量的讨论产生了重大影响，往往将教育质量简化为单一的成绩连续体。有文献强调教育质量的多维性，这种单维观点对教育质量概念的复杂性提出了挑战。尽管利用国际数据集进行的研究已经确定了教育质量的多个维度，但这些维度往往被孤立地考虑。本文试图通过使用聚类分析来倡导一种多维方法，从而拓展当前的研究现状。利用国际教育质量监测系统（TIMSS）的数据，描绘了六个不同的聚类，代表了全球教育系统中不同的质量配置。这种细致入微的评估增强了我们对质量模式的理解，并为今后的研究提出了建议。

引用次数: 0

Comparing the reliability of performance task scores obtained from rating scale and analytic rubric using the generalizability theory 利用概括性理论比较评分表和分析评分表得出的绩效任务分数的可靠性

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-10-19 DOI: 10.1016/j.stueduc.2024.101413

Funda Nalbantoğlu Yılmaz

In the performance assessment, unbiased and accurate scorings depend not only on raters but also on accuracy of scoring keys. It could be confusing to choose the type of scoring key for educators in most situations. The study aims to find whether there is a difference between ratings with rating scale and analytic rubric and to compare reliability of scores given by the same raters with both scoring keys to the same performance tasks using generalizability theory. The results of this study would be a guide for implementers to determine the type of scoring keys for scoring performances. By the analyses, results reveal that scores obtained with the rating scale have higher reliability compared to scores obtained from the analytic rubric. Interviews related to both scoring keys reveal that for the scoring of performance tasks of teacher candidates, the rating scale is economic in terms of time.

在成绩评估中，公正准确的评分不仅取决于评分者，还取决于评分标准的准确性。在大多数情况下，教育工作者在选择评分标准类型时可能会感到困惑。本研究的目的是找出使用等级量表和分析评分标准进行评分之间是否存在差异，并利用概括性理论比较同一评分者使用这两种评分标准对相同的绩效任务进行评分的可靠性。本研究的结果将为实施者确定表演评分的评分标准类型提供指导。分析结果表明，与分析评分标准相比，使用评分量表获得的分数具有更高的可靠性。与两种评分标准有关的访谈显示，在对师范生的绩效任务进行评分时，等级量表在时间上比较经济。

引用次数: 0

Interconnecting peer feedback literacy: Exploring the relationship between providing and acting on peer feedback 相互联系的同伴反馈素养：探索提供同伴反馈与根据同伴反馈采取行动之间的关系

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-10-15 DOI: 10.1016/j.stueduc.2024.101411

Yi Zhang , Christian D. Schunn , Yong Wu

Recent research highlights the concept of feedback literacy, focusing on students’ active engagement in feedback processes, including giving and receiving peer feedback. However, most studies rely on self-assessments through surveys and interviews, with few examining actual feedback behaviors. This study explores the behavioral aspects of peer feedback literacy among 844 high school students using an online system for peer feedback and revisions. Multiple measures related to provided ratings and comments as well as use in revisions were extracted using systematic coding. Factor analysis and structural equation modeling identified two distinct elements of high-quality feedback provision—providing features and rating validity—and confirmed a moderate correlation between the ability to provide quality feedback and the use of feedback. These skills were weakly correlated with writing ability. This research contributes to the emerging literature of peer feedback literacy and supports the development of more effective peer feedback training approaches.

最近的研究强调了反馈素养的概念，重点是学生积极参与反馈过程，包括给予和接受同伴反馈。然而，大多数研究都是通过调查和访谈进行自我评估，很少有研究对实际反馈行为进行考察。本研究探讨了 844 名使用在线系统进行同伴反馈和修改的高中生的同伴反馈素养的行为方面。通过系统编码提取了与所提供的评分和评论以及在修改中的使用相关的多个测量指标。因子分析和结构方程模型确定了提供高质量反馈的两个不同要素--提供特征和评分有效性，并证实了提供高质量反馈的能力与反馈的使用之间存在适度的相关性。这些技能与写作能力的相关性较弱。这项研究为同伴反馈素养的新兴文献做出了贡献，并为开发更有效的同伴反馈培训方法提供了支持。

引用次数: 0

Self-regulated learning in secondary school: Students’ self-feedback in a peer observation programme 中学的自我调节学习：学生在同伴观察计划中的自我反馈

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2024-10-14 DOI: 10.1016/j.stueduc.2024.101407

Ana Cristina Torres , Marina Duarte , Daniela Pinto , Ana Mouraz

Self-regulated learning (SRL) is crucial for fostering learner autonomy and lifelong learning skills. The article focuses on observation as a trigger of student self-feedback and self-reflection towards the development of SRL. A student peer observation programme, co-designed and piloted by teachers and researchers in two Portuguese public secondary schools is introduced, including its theoretical and methodological framework, observation scheme, and supporting observation guides. A qualitative study of self-reported effects by participating students was performed with the objectives of identifying strong aspects and possible improvements to the programme but also to gain a deeper understanding of how observation and self-feedback mediate between the performance and self-reflection phases of SRL. The results reveal an increased appreciation for feedback from various sources, and of the reflection it enables, with students emphasizing seeking help from teachers and peers. Implications for designing collaborative and student-centred learning environments with observational strategies to promote SRL are included.

自律学习（SRL）对于培养学习者的自主性和终身学习技能至关重要。这篇文章的重点是观察作为学生自我反馈和自我反思的触发器，以促进自律学习的发展。文章介绍了由葡萄牙两所公立中学的教师和研究人员共同设计和试点的学生同伴观察计划，包括其理论和方法框架、观察计划和辅助观察指南。对参与学生自我报告的效果进行了定性研究，目的是找出该计划的优点和可能的改进之处，同时更深入地了解观察和自我反馈如何在自学学习的表现和自我反思阶段之间起到中介作用。研究结果表明，学生对来自各种渠道的反馈以及反馈所带来的反思有了更多的了解，他们强调向教师和同学寻求帮助。这对设计协作式和以学生为中心的学习环境、采用观察策略促进自学学习具有重要意义。

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