Studies in Educational Evaluation最新文献_第5页

Retention effects of instruction in self-regulation strategies in blended learning environments 混合学习环境下自我调节策略教学的记忆效应

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-05 DOI: 10.1016/j.stueduc.2025.101527

Jan Hein Eggers , Ron Oostdam , Joke Voogt , J.H. Zijlstra Bonne

Self-regulation learning strategies are vital for academic success in blended learning. This study compares explicit and implicit instructional methods in fostering and retaining these strategies among university students. A randomized controlled trial with 100 s-year students at a Dutch University of Applied Sciences included pre-tests, post-tests, a one-year follow-up, and focus group interviews. Quantitative results showed significant short-term improvements in cognitive, metacognitive, motivational, and management strategies for students receiving explicit instruction, but no sustained gains after one year. Qualitative findings revealed that explicitly instructed students applied metacognitive strategies more proactively and showed greater intrinsic motivation, while the implicit group was more reactive with limited strategy use. The findings highlight the effectiveness of explicit instruction in fostering self-regulation, yet sustaining these effects remains difficult. Support is needed to preserve gains. This study offers insights for teachers and instructional designers aiming to enhance the long-term development of self-regulated learning in blended environments.

自我调节学习策略是混合式学习成功的关键。本研究比较了外显和内隐教学方法在培养和保留大学生这些策略方面的作用。荷兰应用科学大学（Dutch University of Applied Sciences）对100名 五年级学生进行了随机对照试验，包括前测试、后测试、一年随访和焦点小组访谈。定量结果显示，接受明确指导的学生在认知、元认知、动机和管理策略方面有显著的短期改善，但一年后没有持续的改善。定性研究发现，明确指导组的学生更积极主动地应用元认知策略，表现出更强的内在动机，而内隐组的学生则更被动，使用有限的元认知策略。研究结果强调了明确指导在培养自我调节方面的有效性，但维持这些效果仍然很困难。需要支持来保持收益。本研究为教师和教学设计者提供了旨在促进混合环境中自主学习的长期发展的见解。

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引用次数: 0

Teachers’ language assessment literacy: Exploring its construct and contextual factors 教师语言评价素养：建构与语境因素探讨

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-04 DOI: 10.1016/j.stueduc.2025.101525

Jing Zhang , Guoxing Yu, William Browne

The importance of teachers’ language assessment literacy (LAL) has been widely acknowledged. However, due to its multifaceted, contextually situated, all-encompassing, and evolving nature, there remains a lack of clarity regarding what teachers’ LAL entails. Given that specific assessment contexts shape teachers’ LAL, there is a growing consensus on the need to develop context-specific LAL frameworks. This study targets university English teachers in China and adopts a mixed-methods approach, involving a large-scale survey (N = 1045) and follow-up interviews with 56 participants, to explore the construct of teachers’ LAL and its influencing factors. The survey asked teachers to rate the level of competence they believe they need across various areas of language assessment theory and practice. An exploratory factor analysis of the survey data yielded a 12-component framework of LAL, covering key assessment domains such as classroom-based assessment, standardized testing, and digital language assessment. The framework also reflects contextual characteristics specific to the Chinese university English-teaching environment. For EFL teachers in Chinese universities, the findings indicate that their LAL is shaped by both institutional constraints and personal beliefs and attitudes toward assessment—with institutional factors playing a mediating role. While teachers’ demographic variables had limited influence on their perceptions of LAL, their managerial responsibilities and research engagement exerted the most significant impact.

教师语言评价素养（LAL）的重要性已得到广泛认可。然而，由于其多面性、情境性、包罗万象和不断演变的性质，教师学习教学法的内涵仍然不够清晰。鉴于具体的评估环境影响教师的学习教学法，越来越多的人认为有必要制定针对具体环境的学习教学法框架。本研究以中国大学英语教师为研究对象，采用混合方法，通过大规模调查（N = 1045）和对56名参与者的随访访谈，探讨教师LAL的构建及其影响因素。这项调查要求教师对他们认为自己在语言评估理论和实践的各个领域所需要的能力水平进行评级。对调查数据的探索性因素分析得出了一个由12个部分组成的LAL框架，涵盖了基于课堂的评估、标准化测试和数字语言评估等关键评估领域。该框架还反映了中国大学英语教学环境的语境特征。对于中国高校英语教师来说，研究结果表明，制度约束和个人对评估的信念和态度共同塑造了他们的外语学习，其中制度因素起中介作用。虽然教师的人口统计变量对他们对LAL的看法影响有限，但他们的管理责任和研究参与产生了最显著的影响。

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引用次数: 0

The mediating role of student growth mindset between teacher feedback, peer collaboration, and creative thinking dispositions 学生成长心态在教师反馈、同伴合作与创造性思维倾向之间的中介作用

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-04 DOI: 10.1016/j.stueduc.2025.101526

Quoc Hoa Tran-Duong , Dung Do-Hung

Creative thinking dispositions play a crucial role in shaping students' ability to solve complex problems, adapt to change, and generate original ideas. However, the mechanisms through which teacher feedback and peer collaboration influence creative thinking dispositions are not yet fully understood. The primary aim of this study was to explore the mediating role of growth mindset in the relationship between teacher feedback, peer collaboration, and creative thinking dispositions. Data were collected from 681 undergraduate students, and the partial least squares structural equation modeling was employed for data analysis. The findings indicated that the relationship between peer collaboration and creative thinking dispositions was fully mediated by growth mindset, whereas the effect of teacher feedback on creative thinking dispositions was partially mediated by growth mindset. By interconnecting teacher feedback, peer collaboration, and growth mindset into educational practices, educators can create a supportive environment that fosters creative thinking dispositions.

创造性思维倾向在培养学生解决复杂问题、适应变化和产生原创想法的能力方面起着至关重要的作用。然而，通过教师反馈和同伴协作影响创造性思维倾向的机制尚未完全了解。本研究的主要目的是探讨成长心态在教师反馈、同伴合作与创造性思维倾向之间的中介作用。数据来源于681名大学生，采用偏最小二乘结构方程模型进行数据分析。研究发现，同伴合作与创造性思维倾向之间的关系被成长心态完全中介，而教师反馈对创造性思维倾向的影响被成长心态部分中介。通过将教师反馈、同伴协作和成长型思维模式与教育实践相结合，教育者可以创造一个有利于培养创造性思维倾向的环境。

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引用次数: 0

Educational inequalities in Europe: A scoping review of longitudinal studies in K-12 education 欧洲的教育不平等：K-12教育纵向研究的范围审查

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-10-29 DOI: 10.1016/j.stueduc.2025.101523

Diego G. Campos , Antti Koskinen , Balázs Munkácsy , Victoria Rolfe , Panagiotis Patsis , Edit Tóth , Rolf V. Olsen , Ronny Scherer , Lena Söldner , Amory H. Danek , Samuel Greiff , Mari-Pauliina Vainikainen

Educational inequalities are a critical challenge. Understanding how these disparities emerge, evolve, and can be addressed requires longitudinal evidence. However, most existing research syntheses rely on cross-sectional data. In this scoping review, we map longitudinal research on educational inequalities among K–12 students in Europe. Drawing on 161 studies published between 1986 and 2024, we examined how disparities related to socioeconomic status, migration or ethnic background, gender, geographical location, or their intersections have been studied over time. Academic achievement and socioeconomic status were the most studied outcome and inequality dimensions, while inequalities in socio-emotional outcomes and geographical location received less attention. Four research clusters were also identified in the literature: individual psychological determinants, mechanisms of inequality, developmental patterns of inequality, and structural determinants of educational transitions. Overall, the findings underscore the heterogeneity of empirical approaches to longitudinal research on educational inequality in Europe and highlight gaps for future research.

教育不平等是一个严峻的挑战。了解这些差异是如何产生、演变和解决的，需要纵向证据。然而，大多数现有的研究综合依赖于横截面数据。在这一范围审查中，我们绘制了对欧洲K-12学生教育不平等的纵向研究。根据1986年至2024年间发表的161项研究，我们研究了随着时间的推移，与社会经济地位、移民或种族背景、性别、地理位置或它们的交叉点相关的差异是如何被研究的。学业成绩和社会经济地位是研究最多的结果和不平等维度，而社会情感结果和地理位置的不平等受到的关注较少。文献中还确定了四个研究集群：个体心理决定因素、不平等机制、不平等的发展模式和教育转型的结构性决定因素。总体而言，研究结果强调了欧洲教育不平等纵向研究的实证方法的异质性，并突出了未来研究的差距。

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引用次数: 0

Analysis of intercultural competencies in pre-service teacher education syllabus in Spain 西班牙职前教师教育大纲中的跨文化能力分析

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-10-25 DOI: 10.1016/j.stueduc.2025.101524

Ángela Martín-Gutiérrez , Nelcy Yoly Valencia-Olivero , Daria Mottareale-Calvanese

Background

The proportion of immigrant pupils has been increasing in recent years and will continue to do so owing to the aging of the population and the increase in migration. This poses a challenge for teachers as there is little evidence of teacher training in Intercultural Competence (IC).

Aims

This study determined Spanish pre-service teachers’ perceptions about the training they received in IC and their interest in receiving it. It also analyses the presence of IC (knowledge, attitudes, and skills) in the objectives of the syllabi of the courses of the degrees that qualify for the teaching profession in Spain.

Methods

A validated survey was used to obtain teacher profiles and information on IC training. A rubric was designed to collect information on the objectives proposed by the subjects of the degrees that qualify future teachers in Spain. A total of 224 pre-service teachers were surveyed, and 185 university degrees qualified for the teaching profession were analysed. Specifically, 226 participants had syllabi.

Results

Pre-service teachers in Spain acknowledged that they did not feel interculturally competent. However, they were interested in the training. The analysis of the curricula (bachelor's and master's) confirmed areas of improvement in the knowledge, attitudes, and skills dimensions of IC.

Conclusion

This study reveals a gap in university education in Spain, which is unable to respond to the demands of an increasingly diverse society and prepare teachers to meet the challenges of intercultural classrooms.

近年来，由于人口老龄化和移民的增加，移民学生的比例一直在增加，并将继续增加。这对教师提出了挑战，因为几乎没有证据表明教师接受过跨文化能力（IC）方面的培训。目的本研究确定了西班牙语职前教师对他们接受的IC培训的看法以及他们接受培训的兴趣。它还分析了IC（知识、态度和技能）在西班牙教学专业学位课程教学大纲目标中的存在。方法采用问卷调查法，对教师进行问卷调查。设计了一个标题，以收集有关西班牙未来教师资格学位科目所提出的目标的信息。共有224名职前教师接受了调查，并分析了185个符合教学专业资格的大学学位。具体来说，226名参与者有教学大纲。结果西班牙的学前教师承认他们没有跨文化能力。然而，他们对培训很感兴趣。对课程（学士和硕士）的分析证实了在知识、态度和技能方面的改进领域。结论本研究揭示了西班牙大学教育的差距，它无法应对日益多样化的社会的需求，也无法让教师准备好迎接跨文化课堂的挑战。

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引用次数: 0

How school leadership and innovation shape instructional pathways to student achievement across nations: Evidence from multilevel structural equation modeling and decision tree analysis 学校领导和创新如何塑造各国学生成就的教学途径：来自多层次结构方程模型和决策树分析的证据

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-10-16 DOI: 10.1016/j.stueduc.2025.101521

Burak Aydın , Marjolein Fokkema , Nurullah Eryilmaz , Daniel Muijs , Ronny Scherer , Marcus Pietsch

Educational leadership, innovation and teaching play essential roles in shaping student achievement. However, extant literature primarily has relied on linear modelling approaches and has not focused on substantively testing a theory. The present study employs multilevel structural equation modelling (ML-SEM) and multilevel decision trees (MLM trees) to investigate associations between school leadership, team innovation, cognitive activation and student achievement using PISA-TALIS 2018 linked data across seven countries: Australia; Colombia; Czech Republic; Denmark; Georgia; Malta; and Türkiye. The ML-SEM findings indicated no significant indirect effects from leadership on achievement. The MLM trees highlighted country-specific patterns in associations between school leadership, innovation and student achievement, revealing potential nonlinear relationships. These findings suggest that the relationship between leadership, instructional practices and achievement is highly context-dependent. The study contributes to the literature by offering a comparative analysis of ML-SEM and MLM trees, highlighting traditional linear models’ limitations in educational research.

教育领导、创新和教学在塑造学生成就方面发挥着至关重要的作用。然而，现有文献主要依赖于线性建模方法，并没有着重于对理论进行实质性的测试。本研究采用多层次结构方程模型（ML-SEM）和多层次决策树（MLM树），利用七个国家的PISA-TALIS 2018相关数据，调查学校领导、团队创新、认知激活和学生成绩之间的关系：哥伦比亚;捷克共和国;丹麦;乔治亚州;马耳他;和Turkiye。ML-SEM的研究结果表明，领导对成就没有显著的间接影响。传销树在学校领导、创新和学生成绩之间的关联中突出了国家特定模式，揭示了潜在的非线性关系。这些发现表明，领导力、教学实践和成就之间的关系高度依赖于情境。该研究通过对ML-SEM和MLM树进行比较分析，突出了传统线性模型在教育研究中的局限性，从而为文献做出了贡献。

{"title":"How school leadership and innovation shape instructional pathways to student achievement across nations: Evidence from multilevel structural equation modeling and decision tree analysis","authors":"Burak Aydın , Marjolein Fokkema , Nurullah Eryilmaz , Daniel Muijs , Ronny Scherer , Marcus Pietsch","doi":"10.1016/j.stueduc.2025.101521","DOIUrl":"10.1016/j.stueduc.2025.101521","url":null,"abstract":"<div><div>Educational leadership, innovation and teaching play essential roles in shaping student achievement. However, extant literature primarily has relied on linear modelling approaches and has not focused on substantively testing a theory. The present study employs multilevel structural equation modelling (ML-SEM) and multilevel decision trees (MLM trees) to investigate associations between school leadership, team innovation, cognitive activation and student achievement using PISA-TALIS 2018 linked data across seven countries: Australia; Colombia; Czech Republic; Denmark; Georgia; Malta; and Türkiye. The ML-SEM findings indicated no significant indirect effects from leadership on achievement. The MLM trees highlighted country-specific patterns in associations between school leadership, innovation and student achievement, revealing potential nonlinear relationships. These findings suggest that the relationship between leadership, instructional practices and achievement is highly context-dependent. The study contributes to the literature by offering a comparative analysis of ML-SEM and MLM trees, highlighting traditional linear models’ limitations in educational research.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101521"},"PeriodicalIF":2.6,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145325187","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}

引用次数: 0

A longitudinal exploration of EFL learners' peer feedback literacy development 英语学习者同伴反馈读写能力发展的纵向研究

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-10-15 DOI: 10.1016/j.stueduc.2025.101522

Fuhui Zhang , Di Li , Yuhuan Emma Zhao , Yifan Zhao

Although peer feedback literacy has been increasingly evidenced as a crucial factor in enhancing learning outcomes, its conceptual dimensions and longitudinal development remain underexplored. Adopting an explanatory sequential mixed-method design, the study identified core dimensions of peer feedback literacy based on 176 questionnaires, examined the development of these dimensions over one semester, and then enriched the examination through thematic analysis of peer feedback, revisions, and semi-structured interviews from six focal students. Triangulated results indicated growth in feedback-related knowledge and abilities, revision efficacy as well as sustainment of appreciation of peer feedback and negotiation agency across both high- and low-proficiency students. Key manifestations included a clearer understanding of writing skills, increased precision in diagnosing writing issues, and greater volume of revision. This study contributes to a refined conceptualization of peer feedback literacy in writing and elucidated its developmental progression. Practical implications for fostering peer feedback literacy have also been discussed.

尽管同伴反馈素养越来越多地被证明是提高学习成果的关键因素，但其概念维度和纵向发展仍未得到充分探索。本研究采用解释性顺序混合方法设计，在176份问卷的基础上确定了同伴反馈素养的核心维度，考察了这些维度在一个学期内的发展情况，然后通过对同伴反馈的专题分析、修订和对6名重点学生的半结构化访谈来丰富考试内容。三角测量结果显示，高、低水平学生在反馈相关知识和能力、复习效果以及对同伴反馈和谈判代理的欣赏方面均有增长。主要表现包括对写作技巧的更清晰的理解，对写作问题的诊断更加精确，以及更多的修改。本研究有助于对写作同伴反馈素养的概念进行精细化，并阐明其发展过程。还讨论了培养同伴反馈素养的实际意义。

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引用次数: 0

The role of feedback self-efficacy in student feedback engagement 反馈自我效能感在学生反馈参与中的作用

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-26 DOI: 10.1016/j.stueduc.2025.101520

Mona Bassleer , Stijn Schelfhout , Lot Fonteyne , Wouter Duyck , Nicolas Dirix

Educational feedback research is shifting from feedback provision to feedback reception, but more theory-based studies on student feedback engagement are still needed for targeted interventions. In higher education, promoting feedback engagement can streamline study trajectories and reduce fail and dropout rates. This study focused on first-year university students (N = 392) receiving feedback on their program-specific validated academic achievement prediction, based on various background/(non-)cognitive variables, along with remediation and competence training recommendations. Using a Theory of Planned Behavior model, we analyzed students' intentional (IFE) and behavioral (BFE) feedback engagement, as well as their feedback self-efficacy (FSE) and received feedback. Results show IFE positively influences BFE, while FSE positively affects IFE. Feedback indicating a higher chance of study success increases FSE. IFE fully mediates the relationship between FSE and BFE, and FSE between students’ received feedback and IFE. We discuss directing educational interventions towards enhancing FSE to promote student feedback engagement.

教育反馈研究正从提供反馈转向接受反馈，但有针对性的干预仍需要更多基于理论的学生反馈参与研究。在高等教育中，促进反馈参与可以简化学习轨迹，减少失败率和辍学率。本研究的重点是一年级大学生（N = 392），他们根据不同的背景/（非）认知变量，以及补救和能力培训建议，对他们特定项目的有效学业成绩预测进行反馈。运用计划行为理论模型，分析了学生的意向反馈参与（IFE）和行为反馈参与（BFE），以及反馈自我效能感（FSE）和收到反馈。结果表明，生活对生活质量有正向影响，生活质量对生活质量有正向影响。反馈表明，更高的学习成功机会会增加FSE。生活充分中介了生活体验与生活体验之间的关系，生活体验在学生反馈与生活体验之间的关系。我们讨论了指导教育干预以增强FSE以促进学生反馈参与。

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引用次数: 0

A critical evaluation of alignment optimization for improving cross- national comparability in international large-scale assessments 为提高国际大规模评估的跨国可比性而进行的路线优化关键评价

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-22 DOI: 10.1016/j.stueduc.2025.101519

Andres Sandoval-Hernández , Diego Carrasco , Nurullah Eryilmaz

This study critically examines the use of alignment optimization to improve cross-national comparability of teacher and principal scales from the Teaching and Learning International Survey (TALIS) 2018. By investigating key psychometric properties, including dimensionality, reliability, and measurement invariance, the study highlights critical challenges in international large-scale assessments. While unidimensionality and high internal consistency were established for all scales, traditional multiple-group confirmatory factor analysis (MGCFA) suggested that scalar invariance could not be fully established for most scales, raising concerns about the robustness of cross-national comparisons under strict invariance assumptions. In contrast, alignment optimization emerged as a flexible and robust method, significantly enhancing the comparability of principal scales, all of which met alignment criteria. However, persistent challenges were identified for many teacher scales, which fell below alignment thresholds, emphasizing unresolved methodological complexities. This study demonstrates the transformative potential of alignment optimization for advancing psychometric rigor in global educational research and underscores the need for innovative approaches to address lingering comparability issues in international assessments.

本研究批判性地考察了对齐优化的使用，以提高2018年教与学国际调查（TALIS）中教师和校长量表的跨国可比性。通过研究心理测量的关键属性，包括维度、可靠性和测量不变性，本研究强调了国际大规模评估的关键挑战。虽然所有量表都建立了单维性和高度内部一致性，但传统的多组验证性因子分析（MGCFA）表明，大多数量表不能完全建立标量不变性，这引起了人们对严格不变性假设下跨国比较的稳健性的担忧。相比之下，对准优化作为一种灵活且稳健的方法，显著提高了所有满足对准标准的主尺度的可比性。然而，对于许多教师量表来说，存在着持续的挑战，这些挑战低于一致性阈值，强调了尚未解决的方法复杂性。本研究展示了校准优化在全球教育研究中推进心理测量严谨性的变革潜力，并强调了解决国际评估中挥之不去的可比性问题的创新方法的必要性。

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引用次数: 0

From ratings to rankings: A complementary approach for student evaluations of teaching in higher education 从评分到排名：高等教育中学生评价教学的一种补充方法

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-22 DOI: 10.1016/j.stueduc.2025.101518

Yu Xiao , Bohua Wang , Ye Deng , Jun Wu

Student evaluations of teaching (SETs) are key for enhancing instructional quality in higher education, serving to improve teaching practices and assess teacher performance for decision-making. Traditional SETs, based on complex rating systems, often suffer from inconsistencies in rating scales, student fatigue, and small difference in mean evaluation, limiting their effectiveness in evaluating teacher performance. In this study, we propose a ranking-based approach, where students rank teachers based on overall performance rather than scoring individual aspects. By aggregating these rankings, a comprehensive, university-wide ranking of teacher performance can be obtained. This approach could address rating scale inconsistencies, and enhance the utility of SETs for decision-making processes by delivering teachers’ ranking that best reflect student expectations. Successfully implemented at a Chinese university, this approach has demonstrated its effectiveness in producing reliable rankings and supporting data-driven administrative evaluation, offering a promising complementary solution to the challenges faced by traditional SETs systems.

学生教学评价（set）是提高高等教育教学质量的关键，有助于改进教学实践和评估教师的决策表现。传统的set基于复杂的评分系统，往往存在评分尺度不一致、学生疲劳、平均评价差异小等问题，限制了其评价教师绩效的有效性。在这项研究中，我们提出了一种基于排名的方法，学生根据整体表现而不是个别方面对教师进行排名。通过汇总这些排名，可以得到一个全面的、全校范围的教师绩效排名。这种方法可以解决评分量表不一致的问题，并通过提供最能反映学生期望的教师排名来提高set在决策过程中的效用。该方法在一所中国大学的成功实施，证明了其在产生可靠排名和支持数据驱动的行政评估方面的有效性，为传统set系统面临的挑战提供了一个有希望的补充解决方案。

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引用次数: 0