Studies in Educational Evaluation最新文献

英文中文

Exploring the effects of online peer feedback on tertiary students’ peer feedback literacy in English writing: Focusing on design elements 探讨网络同伴反馈对大学生英语写作同伴反馈素养的影响：以设计元素为中心

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-13 DOI: 10.1016/j.stueduc.2025.101516

Fulan Liu , Wenyun Luo

Online peer feedback (OPF) has been proposed as a potential strategy to enhance students’ feedback literacy in writing. However, controversies exist over how OPF can be designed and implemented to produce expected impacts on learning. Er et al. (2021) proposed a framework of peer feedback with three interconnected stages. Adopting that framework, the present study focused on five elements (i.e., training, provision of assessment criteria, online group peer review, asynchronous discussions, and multiple revision opportunities) through the three stages of OPF to investigate the effects on peer feedback literacy over a 12-week intervention in an English writing course for Chinese undergraduates. Data collection instruments comprised pre- and post-study questionnaires, and semi-structured interviews. Results revealed that students perceived an improvement in their peer feedback literacy. Eight focal participants shared their experience and reflections, coded into five categories, namely, appreciation of peer feedback, cooperative learning ability, willingness to participate, feedback-related knowledge and abilities, and gains from giving peer feedback. Specifically, it was found that interaction existed between students’ peer feedback literacy and the design elements in the online peer feedback activities. Based on the findings, suitable OPF design for EFL students is discussed and pedagogical implications for enhancing peer feedback literacy are provided.

在线同伴反馈（OPF）被认为是提高学生写作反馈素养的一种潜在策略。然而，对于如何设计和实施OPF以产生预期的学习影响，存在争议。Er et al.（2021）提出了一个具有三个相互关联阶段的同伴反馈框架。采用这一框架，本研究通过OPF的三个阶段，从培训、评估标准的提供、在线小组同侪评议、异步讨论和多重修订机会这五个方面，考察了在为期12周的干预中对中国大学生英语写作课程同伴反馈素养的影响。数据收集工具包括研究前和研究后的问卷调查和半结构化访谈。结果显示，学生们认为他们的同伴反馈素养有所提高。八位焦点参与者分享了他们的经验和思考，并将其分为五类，即对同伴反馈的欣赏、合作学习能力、参与意愿、与反馈相关的知识和能力，以及给予同伴反馈的收获。具体而言，我们发现学生的同伴反馈素养与在线同伴反馈活动中的设计元素之间存在交互作用。基于研究结果，本文讨论了适合英语学生的OPF设计，并提供了提高同伴反馈素养的教学意义。

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引用次数: 0

Building communities, weaving trust: How principals transform participative leadership practices into teacher professional happiness in collectivism-oriented Confucian cultural context 建立社群，编织信任：集体主义导向的儒家文化背景下，校长如何将参与式领导实践转化为教师职业幸福

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-03 DOI: 10.1016/j.stueduc.2025.101514

Lichao Ma , Manyuan Sun , Hao Yao

Grounded in China’s collectivism-oriented Confucian cultural context, this study examines the mechanism through which participative leadership influences teacher professional happiness from the perspectives of Ecological Systems Theory and Social Capital Theory. Structural equation modeling analysis identified three significant pathways, including a direct positive effect of participative leadership on professional happiness, an indirect effect mediated solely by trust-based interpersonal climate, and a sequential mediation effect through professional learning communities followed by trust-based interpersonal climate. The findings demonstrate that Chinese school leadership practices uniquely combine community development and trust-building to synergistically enhance teacher professional happiness. This culturally-embedded mechanism also suggests that Confucian values may reconfigure participative leadership dynamics by emphasizing reciprocal interpersonal obligations and collective harmony in decision-making processes.

本研究立足于中国以集体主义为导向的儒家文化背景，从生态系统理论和社会资本理论两方面考察了参与式领导对教师职业幸福感的影响机制。结构方程模型分析发现了参与式领导对职业幸福感的直接正向效应、信任型人际氛围的间接中介效应和专业学习社区与信任型人际氛围的序次中介效应。研究结果表明，中国学校领导实践独特地将社区发展与信任建设结合起来，协同提升教师职业幸福感。这种嵌入文化的机制也表明，儒家价值观可以通过强调决策过程中相互的人际义务和集体和谐来重新配置参与式领导的动力。

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引用次数: 0

Comparing linear and nonlinear reading assessments in PIRLS 2016 PIRLS 2016中线性和非线性阅读评估的比较

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-08-29 DOI: 10.1016/j.stueduc.2025.101513

Purya Baghaei , Elpis Grammatikopoulou , Stefan Johansson , Rolf Strietholt

Are linear paper-based and nonlinear computer-based reading comprehension measuring the same cognitive constructs? Nonlinear hypertext reading may demand different skills than linear text comprehension, as it requires synthesizing and integrating information from multiple sources. However, research on whether these two forms of comprehension represent distinct constructs remains limited. While conceptual distinctions exist between understanding a single linear text and processing multiple texts, empirical evidence supporting these differences is scarce. To address this gap, we examined the dimensional structure of paper-based linear and computer-based nonlinear text comprehension using data from the PIRLS 2016 international large-scale assessment. PIRLS 2016 evaluated reading comprehension at the end of grade 4, with each student completing both a linear paper-based test and a nonlinear electronic test. Comparing a unidimensional model, a 2-dimensional correlated factor model, and a bifactor IRT model across 16 countries and benchmarking entities showed that the bifactor model, which accommodates a general reading comprehension factor along with nonlinear reading as a specific factor, has a better fit than the other models. The ECVs of the general factor ranged from.80 to.89 across all the countries while the ECVs of the specific factor were between.07 and.18. Nevertheless, the specific factor reliabilities ranged from.36 to.58 which indicates that the variations in the specific factor cannot be just noise and could reflect variations in reading nonlinear texts. These findings revealed that although linear paper-based and nonlinear computer-based reading share a substantial amount of variance, as evidenced by a strong general reading comprehension factor, understanding nonlinear hypertexts requires specific skills that cannot be overlooked and should be explicitly addressed. The implications of the study for the testing and teaching of reading comprehension are discussed.

基于纸张的线性阅读理解和基于计算机的非线性阅读理解测量的是相同的认知结构吗？非线性超文本阅读可能需要不同于线性文本理解的技能，因为它需要综合和整合来自多个来源的信息。然而，关于这两种理解形式是否代表不同构念的研究仍然有限。虽然理解单一线性文本和处理多个文本之间存在概念上的区别，但支持这些差异的经验证据很少。为了解决这一差距，我们使用PIRLS 2016国际大规模评估的数据，研究了基于纸张的线性和基于计算机的非线性文本理解的维度结构。PIRLS 2016评估了四年级结束时的阅读理解能力，每个学生都完成了线性纸上测试和非线性电子测试。通过对16个国家和基准实体的一维模型、二维相关因子模型和双因子IRT模型的比较，发现双因子模型的拟合效果优于其他模型，该模型包含一般阅读理解因子和非线性阅读作为特定因子。一般因素的ecv范围从。80年。而具体因素的ecv则介于两者之间。07年and.18。然而，具体的因素可靠性范围从。36。这表明特定因素的变化不可能仅仅是噪声，而可能反映了阅读非线性文本的变化。这些发现表明，尽管基于纸张的线性阅读和基于计算机的非线性阅读在很大程度上存在差异，但理解非线性超文本需要特定的技能，这些技能不容忽视，应该明确加以解决。本研究对阅读理解的测试和教学具有重要意义。

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引用次数: 0

Stage-based professional development needs of canadian high school teachers: Insights from the dynamic model of educational effectiveness 加拿大高中教师基于阶段的专业发展需求：来自教育有效性动态模型的洞察

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-08-25 DOI: 10.1016/j.stueduc.2025.101512

Jérôme St-Amand , Panayiotis Antoniou , Martine DeGrandpré , Victoria Michaelidou

This study explores whether it is possible to assess the quality of teaching and categorize teachers according to their proficiency in different stages of effective teaching, using the Dynamic Model of Educational Effectiveness as a theoretical foundation. The study included 1287 high school students (M_age = 17.02) from 12 private high schools and nine public high schools located right across the province of Québec (Canada). The findings indicate that teaching skills can be classified into six distinct stages of teacher behaviors, which evolve progressively, starting with basic teaching skills and advancing to more complex approaches, such as innovative teaching methods and differentiated instruction. The study also offers recommendations for future research on teacher professional development, emphasizing the importance of creating a clear connection between evaluating teacher effectiveness, identifying individual teacher needs, and providing targeted training programs.

本研究以教育有效性动态模型为理论基础，探讨是否有可能对教学质量进行评估，并根据教师在有效教学的不同阶段的熟练程度对教师进行分类。该研究包括1287名高中生（Mage = 17.02），他们分别来自加拿大魁省的12所私立高中和9所公立高中。研究结果表明，教学技能可以分为六个不同的教师行为阶段，从基本的教学技能开始，逐步发展到更复杂的方法，如创新教学方法和差异化教学。本研究也对未来教师专业发展的研究提出建议，强调在评估教师效能、识别教师个体需求和提供有针对性的培训计划之间建立明确联系的重要性。

引用次数: 0

Peer parents’ educational expectations and student academic achievement: An intergenerational closure perspective from rural China 同辈父母的教育期望与学生学业成绩：来自中国农村的代际封闭视角

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-08-22 DOI: 10.1016/j.stueduc.2025.101508

Mi Zhou, Yinchuan Cao, Li Huang

Education has positive externalities, improves the welfare of educated individuals, and has positive spillover effects on others in society. This study identifies the causal effect of the influence of peer parents’ educational expectations on rural students’ academic scores. The analysis results show that the educational expectations of peer parents significantly improve academic scores, especially in English. Social interaction, role modeling, and peer conformity are intrinsic mechanisms by which these expectations influence scores. The heterogeneity analysis shows that peer parents’ educational expectations have a greater impact on boys, left-behind children, and students with poor grades. The conclusion of this paper provides a new perspective for promoting equity in rural education.

教育具有正外部性，提高了受教育个体的福利，并对社会其他人具有正溢出效应。本研究探讨了同伴父母教育期望对农村学生学业成绩影响的因果关系。分析结果表明，同伴父母的教育期望显著提高了学业成绩，尤其是英语成绩。社会互动、角色塑造和同伴从众是这些期望影响分数的内在机制。异质性分析表明，同伴父母的教育期望对男孩、留守儿童和成绩差的学生有更大的影响。本文的结论为促进农村教育公平提供了一个新的视角。

引用次数: 0

On the quantitative analysis of assessment scores with implicit and explicit constraints 论内隐约束和外显约束下测评分数的定量分析

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-08-19 DOI: 10.1016/j.stueduc.2025.101509

Sanjeeb Shrestha , Xiaoying Kong , Paul Kwan

Overrating or underrating assessment scores is common in educational settings. Solutions include rubrics, marker training, and moderation. A less common approach is score standardisation due to perceived complexity and challenges in maintaining the integrity of the original data. This paper presents a standardisation approach for assessment scores that transforms original data into final scores subject to implicit and explicit constraints. Scores from a unit administered under similar marking standards and policies at two campuses is used for verification. Implicit constraints address anomalies like diverse assessors, leniency, harshness in marking, and design variations. Explicit constraints arise from institutional policies and practices. We propose an analytical expression for transforming raw to final scores that preserves raw data's integrity while varying the standard deviation to satisfy constraints. A data filtering algorithm is applied to remove redundant and null scores. Verification reveals that the approach produces a Z-statistical score of 1.63, demonstrating comparable distributions.

高估或低估评估分数在教育环境中很常见。解决方案包括规则、标记训练和节制。由于保持原始数据完整性的复杂性和挑战，一种不太常见的方法是分数标准化。本文提出了一种标准化的评估分数方法，该方法将原始数据转换为受隐式和显式约束的最终分数。两个校区在相似的评分标准和政策下管理的一个单元的分数用于验证。隐式约束处理异常情况，如不同的评估人员、宽松性、标记的苛刻性和设计变化。明确的约束来自制度政策和实践。我们提出了一种解析表达式，用于将原始分数转换为最终分数，在改变标准偏差以满足约束的同时保留原始数据的完整性。采用数据过滤算法去除冗余分数和空分数。验证表明，该方法产生的z统计分数为1.63，表明了可比较的分布。

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引用次数: 0

Profiling the differences in strategy use in online multimodal reading: Associations with self-efficacy and reading task performance 在线多模态阅读中策略使用的差异分析：与自我效能感和阅读任务表现的关系

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-08-19 DOI: 10.1016/j.stueduc.2025.101507

Siyu Zhu , Xinhua Zhu , Yuan Yao , Choo Mui Cheong

In today’s digital era, students must use effective strategies to comprehend multimodal texts online. International language curriculum and assessment programs (e.g., PIRLS and PISA) have advanced to evaluate students’ reading performance in this regard. However, research is lacking on how these strategies relate to reading performance, especially in assessments. Existing literature has also overlooked the role of psychological factors, such as self-efficacy. This study addresses these gaps with 280 fourth-grade students in Hong Kong answering a questionnaire and an online multimodal reading task. Latent profile analysis was used, and three distinct profiles of the strategy use were found. Further analysis revealed positive but not necessarily significant relationships between reading strategy use profiles and reading performance. Varying roles of self-efficacy beliefs was also found to influence students’reading strategy use profiles. The study concludes with pedagogical implications for fostering competent multimodal readers and the theoretical contribution to the literature.

Data Availability

The data used in this study will be available upon request.

在当今的数字时代，学生必须使用有效的策略来理解在线的多模态文本。国际语言课程和评估项目（如PIRLS和PISA）已经发展到评估学生在这方面的阅读表现。然而，关于这些策略与阅读表现之间的关系，特别是在评估方面，研究还很缺乏。现有文献也忽视了心理因素的作用，如自我效能感。本研究通过对香港280名四年级学生的问卷调查和在线多模式阅读任务来解决这些差距。使用潜在剖面分析，发现了三种不同的策略使用剖面。进一步的分析表明，阅读策略使用概况与阅读表现之间存在着积极但不一定显著的关系。不同角色的自我效能感信念也会影响学生的阅读策略使用概况。本研究总结了培养称职的多模态读者的教学意义以及对文献的理论贡献。数据可得性本研究中使用的数据可应要求提供。

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引用次数: 0

Growth teaching mindset and work engagement: The chain mediating roles of professional development and teaching self-efficacy 成长型教学心态与工作投入：专业发展与教学自我效能感的链式中介作用

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-08-18 DOI: 10.1016/j.stueduc.2025.101506

S. Yahya Hejazi , Majid Sadoughi

Teaching English as a second/foreign language (L2) is a demanding profession often accompanied by emotional and professional challenges. Given the protective role of work engagement in fostering teacher well-being and effectiveness, this study explored one of its potential antecedents: growth teaching mindset, i.e., teachers’ beliefs in malleability of their teaching skills. Specifically, it examined whether professional development (PD) and teaching self-efficacy sequentially mediate the relationship between growth teaching mindset and work engagement. Data were collected from 263 teachers and analyzed using structural equation modelling (SEM). Results showed that growth teaching mindset positively predicted work engagement both directly and indirectly. Teachers with stronger growth beliefs reported greater participation in PD activities and higher self-efficacy, which consequently enhanced their engagement. These findings suggest that cultivating growth-oriented beliefs and investing in continuous PD opportunities can strengthen teacher engagement. Language centers are recommended to promote such beliefs among their pre-service and in-service teachers through targeted institutional support and training.

英语作为第二语言/外语（L2）教学是一项要求很高的职业，经常伴随着情感和专业上的挑战。鉴于工作投入在促进教师幸福感和有效性方面的保护作用，本研究探讨了其潜在的前因之一：成长型教学心态，即教师对其教学技能可塑性的信念。具体而言，本研究考察了专业发展和教学自我效能感是否依次中介成长性教学心态与工作投入之间的关系。采用结构方程模型（SEM）对263名教师的数据进行分析。结果表明，成长型教学心态对工作投入有直接和间接的正向预测作用。具有较强成长信念的教师报告更多地参与PD活动和更高的自我效能感，从而提高了他们的参与度。这些研究结果表明，培养以成长为导向的信念和投资于持续的PD机会可以增强教师的敬业度。建议语言中心通过有针对性的机构支持和培训，在其职前和在职教师中推广这种信念。

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引用次数: 0

Students’ multicultural attitudes and the role of background characteristics 学生的多元文化态度与角色背景特征

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-08-16 DOI: 10.1016/j.stueduc.2025.101505

Demos Michael , Leonidas Kyriakides

In recent years, global efforts have intensified to foster inclusive school environments and promote positive attitudes toward diversity. This study examines certain aspects of validity of an instrument designed to measure students’ multicultural attitudes and investigates the influence of students’ background characteristics. Using data from 450 secondary education students, Confirmatory Factor Analyses confirmed that the Munroe Multicultural Attitude Scale Questionnaire (MASQUE; Munroe & Pearson, 2006) consistently measures the underlying constructs (i.e., cognitive, affective, and behavioral domains) within the examined context, as theoretically proposed. Structural regressions revealed that immigrant background and language had no significant impact on students’ multicultural attitudes, but gender did, with female students exhibiting higher scores. Social desirability bias was also detected in students’ responses related to the affective and behavioral, but not the cognitive component of multicultural attitudes. The findings contribute to the research on multicultural instrumentation, with implications for theory, research, and practice.

近年来，全球加强了努力，以营造包容性的学校环境，促进对多样性的积极态度。本研究考察了一种旨在衡量学生多元文化态度的工具的有效性的某些方面，并调查了学生背景特征的影响。利用450名中学生的数据，验证性因素分析证实了Munroe多元文化态度量表问卷(MASQUE；门罗,Pearson, 2006)根据理论建议，始终如一地测量被检查环境中的潜在结构（即认知、情感和行为领域）。结构回归显示，移民背景和语言对学生的多元文化态度没有显著影响，但性别对学生的多元文化态度有显著影响，女生表现出更高的分数。在多元文化态度的情感和行为反应中也发现了社会期望偏差，但在多元文化态度的认知成分中没有发现社会期望偏差。这些发现有助于多元文化仪器的研究，具有理论、研究和实践意义。

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引用次数: 0

How perceived teaching autonomy predicts job satisfaction in China: The mediating role of self-efficacy and the moderating role of school climate 中国教师自主感知对工作满意度的影响：自我效能感的中介作用和学校氛围的调节作用

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-08-14 DOI: 10.1016/j.stueduc.2025.101498

Zhiyong Xie, Xueqiang Zou

This study investigates the mechanisms by which teaching autonomy potentially influences job satisfaction, focusing on the mediating role of teacher self-efficacy and the moderating effect of school climate. Utilizing structural equation modeling (SEM) and moderated mediation analysis on data from the TALIS 2018 survey of teachers in Shanghai, the results reveal that: (1) teaching autonomy directly and positively predicts job satisfaction, with a direct effect accounting for 76.84 % of the total effect; (2) teacher self-efficacy serves as a crucial mediator in the relationship between teaching autonomy and job satisfaction, contributing to 23.16 % of the total effect; and (3) school climate significantly moderates the mediating role of self-efficacy, with a more positive school climate amplifying the positive impact of self-efficacy on job satisfaction. The study concludes that improving teacher self-efficacy and job satisfaction largely hinges on cultivating a supportive school climate, as well as reinforcing teaching autonomy.

本研究探讨了教师自主对工作满意度的潜在影响机制，重点研究了教师自我效能感的中介作用和学校氛围的调节作用。利用结构方程模型（SEM）和有调节的中介分析对TALIS 2018上海市教师调查数据进行分析，结果表明：(1)教学自主性直接正向预测工作满意度，直接效应占总效应的76.84 %；(2)教师自我效能感在教学自主性与工作满意度的关系中起重要中介作用，对总效应的贡献率为23.16 %；(3)学校氛围显著调节了自我效能感的中介作用，更积极的学校氛围放大了自我效能感对工作满意度的正向影响。该研究得出结论，提高教师自我效能感和工作满意度在很大程度上取决于培养支持性的学校氛围，以及加强教学自主权。

引用次数: 0

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