Studies in Educational Evaluation最新文献

英文中文

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

Evaluation of teachers’ use of research evidence for primary school students’ literacy outcomes: A randomised controlled trial in China 评价教师对小学生读写能力研究证据的使用：中国的一项随机对照试验

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-10 DOI: 10.1016/j.stueduc.2025.101532

Wenqing Chen, Stephen Gorard

The effectiveness of using research evidence in improving teaching remains underexplored. This study reports on a randomised controlled trial in China evaluating the impacts of teachers’ use of research evidence for students’ Chinese literacy, with 153 teachers and 6791 students participating. The study indicated a modest improvement in students’ Chinese test scores from the intervention (+0.07), coupled with a slight reduction in the time spent on Chinese literacy homework (-0.06). While the impact is small, teachers’ use of research evidence in teaching has been shown to be feasible and cost-effective in Chinese teaching contexts. This allows for wider implementation even within limited budgets.

利用研究证据改善教学的有效性仍未得到充分探索。本研究报告了中国的一项随机对照试验，评估了教师使用研究证据对学生中文素养的影响，共有153名教师和6791名学生参与。研究表明，干预后学生的中文考试成绩有了适度的改善（+0.07），同时花在中文读写作业上的时间也有了轻微的减少（-0.06）。虽然影响很小，但教师在教学中使用研究证据已被证明是可行的，并且在汉语教学环境中具有成本效益。这允许在有限的预算范围内更广泛地实施。

引用次数: 0

Stages of teaching expertise from routine to adaptive: A model for advancing teaching effectiveness 从常规到适应性的教学专业知识阶段：提高教学效果的模式

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-10 DOI: 10.1016/j.stueduc.2025.101530

Barbara Brown, Sharon Friesen

This cross-sectional study evaluated the implementation of a professional practice standard for teaching over four years in a top-performing Canadian education system with 62 school districts and approximately 35,000 teachers in the system. Using a convergent mixed methods research design, quantitative data were generated from online surveys with 5536 teachers and qualitative data were gathered through focus group interviews with teachers (n = 193). Results from the study have been used to inform an update to the Teaching Effectiveness Framework (Friesen, 2009) and provide insights into a model for advancing teaching effectiveness. Conceptual stages were developed to illustrate teacher progression from routine to adaptive expertise, measured on a four-point scale. The scale is introduced as a resource to support the integration of policy initiatives into actionable practices and professional learning. Results underscore the value of integrating research literature with teacher and student perspectives to conceptualize and advance teaching effectiveness principles.

这项横断面研究评估了在一个拥有62个学区和大约35,000名教师的顶级加拿大教育系统中，四年来教学专业实践标准的实施情况。采用融合混合方法研究设计，通过对5536名教师的在线调查产生定量数据，通过对教师的焦点小组访谈收集定性数据（n = 193）。该研究的结果已被用于更新教学有效性框架（Friesen, 2009），并为提高教学有效性的模型提供了见解。概念阶段的发展是为了说明教师从常规到适应性专业知识的进展，以四分制测量。该比额表是作为一种资源来支持将政策倡议纳入可操作的做法和专业学习。结果强调了将研究文献与教师和学生的观点结合起来，概念化和推进教学有效性原则的价值。

引用次数: 0

Linking the first, second and third IEA science studies 将第一、二、三期IEA科学研究相结合

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-08 DOI: 10.1016/j.stueduc.2025.101529

Yuriko K. Sosa Paredes , Björn Andersson

International comparative assessments are crucial for examining country-level educational changes over time, but requires a comparable achievement scale. This study develops a unified science achievement scale that links the First and Second International Science Studies with the Trends in International Mathematics and Science Study for upper primary school students. The science measures in each study are analyzed with respect to construct consistency, inferences, population differences, and test conditions. Analyses showed that, despite some evolution in frameworks and a transition from age-based to grade-based definitions, the core constructs remain consistent, enabling similar inferences. By identifying common items among the three studies, we rigorously assessed measurement invariance using item response modeling, with partial invariance models supporting reliable long-term comparisons. We applied latent regression models using contextual student data, creating imputed scale scores for each student. These results enable vast further research to investigate long-term inequalities in educational outcomes.

国际比较性评估对于审查国家一级长期以来的教育变化至关重要，但需要一个可比的成绩比额表。本研究开发了一套统一的科学成就量表，将第一届和第二届国际科学研究与高年级学生的国际数学和科学研究趋势联系起来。在每项研究的科学措施进行分析，关于构建一致性，推论，人口差异，和测试条件。分析表明，尽管框架发生了一些演变，并且从基于年龄的定义向基于年级的定义过渡，但核心结构保持一致，从而能够得出类似的推论。通过识别三项研究中的共同项目，我们使用项目反应模型严格评估了测量不变性，部分不变性模型支持可靠的长期比较。我们使用上下文学生数据应用潜在回归模型，为每个学生创建估算的量表分数。这些结果为调查教育成果的长期不平等提供了大量的进一步研究。

引用次数: 0

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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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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