Studies in Educational Evaluation最新文献_第9页

Peer feedback modelling needs in online higher education an exploratory study 网络高等教育中同伴反馈建模需要进行探索性研究

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-01 Epub Date: 2025-05-01 DOI: 10.1016/j.stueduc.2025.101464

Maartje Henderikx, Emmy Vrieling-Teunter, Francois Molin, Rob Nadolski

Peer feedback (PFB) is considered a reliable and beneficial method for supporting learning and interaction. However, PFB is a complex skill that needs explicit instruction through modelling. To leverage the positive effects, a theoretical and pedagogy-driven application of PFB - namely scaffolded PFB modelling - was integrated into an online higher education academic writing course. To address needs-driven modifications of PFB within this course, students were surveyed after course completion to provide insights into their additional supporting needs about PFB. In total, 173 students answered reflective questions and six students were interviewed. Their responses were analyzed using Atlas.ti. Analyses showed that the need for PFB modelling was especially shown in the phases of observation and emulation. Students indicated the need for examples, additional (step-by-step) instructional materials, and the opportunity for guided practice and additional teacher feedback. In addition, students also provided suggestions to improve the PFB process; most of these suggestions were related to the online aspect of the course and its negative influence on interaction possibilities, which impeded communication and the development of trust and relationships among students. These results demonstrate that a pedagogy-driven application of PFB in an online higher education course requires a needs-driven, context-dependent redesign of PFB assignment(s), especially in the observation- and emulation modelling phases with extra attention to interaction.

同伴反馈（PFB）被认为是支持学习和互动的一种可靠和有益的方法。然而，PFB是一项复杂的技能，需要通过建模进行明确的指导。为了充分发挥其积极作用，一种以理论和教学法为导向的PFB应用——即支架式PFB建模——被整合到在线高等教育学术写作课程中。为了解决本课程中对PFB的需求驱动的修改，学生在课程结束后进行了调查，以提供他们对PFB的额外支持需求的见解。总共有173名学生回答了反思性问题，6名学生接受了采访。使用Atlas.ti分析他们的反应。分析表明，在观测和仿真阶段尤其需要建立PFB模型。学生指出需要举例、额外的（循序渐进的）教学材料、指导练习的机会和额外的教师反馈。此外，学生们还提出了改进PFB流程的建议；这些建议大多与课程的在线方面及其对互动可能性的负面影响有关，这阻碍了学生之间的沟通和信任和关系的发展。这些结果表明，在在线高等教育课程中，教学驱动的PFB应用需要需求驱动的、基于上下文的PFB作业重新设计，特别是在观察和仿真建模阶段，特别注意交互。

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引用次数: 0

Thin slices of teaching behavior: Video observation as complement to the assessment of teaching quality and teacher training interventions 教学行为的薄片：视频观察作为教学质量评估和教师培训干预的补充

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-01 Epub Date: 2025-07-08 DOI: 10.1016/j.stueduc.2025.101486

Philipp Beuchel , Jana Groß Ophoff , Colin Cramer

In research on teaching and teachers, there is a need for valid and economic methods of assessing teaching quality. One approach to such assessment of teaching quality is the so-called thin slices method of video observations—short sequences judged by briefly trained raters. Until now, this method has been used on cross-sectional data only, and not in studies evaluating professional development programs of teachers. In this study, ratings of 41 teacher trainees were cross-validated with student judgments (N = 806) of the same observed lessons in the context of a mindfulness intervention study. For the aspects Disturbances, Time Efficiency, and Student Support, the agreement of students’ and external raters’ ratings was established, underscoring the criterion validity. Additionally, ratings based on the thin slices method were sensitive enough to detect general time effects during teacher training and training effects of an intervention for teachers both on classroom disturbances.

在教学和教师研究中，需要一种有效的、经济的教学质量评价方法。一种评估教学质量的方法是所谓的视频观察的薄片法——由经过简单训练的评分员判断的短序列。到目前为止，这种方法只用于横截面数据，而不是用于评估教师专业发展计划的研究。在本研究中，在正念干预研究的背景下，41名受训教师的评分与学生对相同观察课程的判断（N = 806）进行交叉验证。在干扰、时间效率和学生支持方面，建立了学生和外部评分者评分的一致性，强调了标准的效度。此外，基于薄片法的评分足够敏感，可以检测教师培训期间的一般时间效应和教师干预对课堂干扰的培训效应。

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引用次数: 0

Preparing assessment literate teachers: A cross-national trend analysis 培养具有评价素养的教师：跨国趋势分析

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-01 Epub Date: 2025-07-12 DOI: 10.1016/j.stueduc.2025.101485

Serafina Pastore , Davide Azzolini , Sonia Marzadro , Francesco Ottaviani

Preparing teachers for assessment (i.e., assessment literacy) represents a contested issue, both at the educational policy and practice levels. Entering this debate, we explored patterns of initial teacher education (ITE), continuous professional development (CPD), assessment practices, and teachers’ learning needs in the assessment domain. Using data from the IEA-PIRLS teacher questionnaire (2011–2021) and the OECD-TALIS (2008–2018), a cross-national trend analysis was performed. Variability across countries and over time was found in both ITE and CPD. Furthermore, a mismatch emerged between perceived professional needs in the assessment domain and ITE and CPD paths. Teachers’ use of assessment strategies also varies, with homework being the most common practice among primary teachers - often in summative forms - while formative feedback and self-assessment are more frequent in lower secondary schools. Highlighting limitations in current large-scale survey instruments, this study calls for better alignment between teacher preparation and current models of assessment literacy.

使教师为评估做好准备（即评估素养）在教育政策和实践层面都是一个有争议的问题。在这场辩论中，我们探讨了初始教师教育（ITE）、持续专业发展（CPD）、评估实践和教师在评估领域的学习需求的模式。利用国际教育机构- pirls教师问卷（2011-2021年）和经合组织- talis（2008-2018年）的数据，进行了跨国趋势分析。ITE和CPD在不同国家和不同时间都存在差异。此外，在评估领域的感知专业需求与ITE和CPD路径之间出现了不匹配。教师对评估策略的使用也各不相同，家庭作业是小学教师最常见的做法——通常是总结形式——而形成性反馈和自我评估在初中更为常见。本研究强调了当前大规模调查工具的局限性，呼吁更好地将教师准备与当前的评估扫盲模式结合起来。

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引用次数: 0

Teaching through interactions as framework and tool to promote dialogue and coherence in multidisciplinary teacher education and development 以互动教学作为框架和工具，促进多学科教师教育和发展的对话和一致性

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-01 Epub Date: 2025-07-18 DOI: 10.1016/j.stueduc.2025.101490

Erik C. Fooladi , Kari Hasle , Elisabeth Innselset , Bjørnar Sæterås , Stine Ekornes

The present work is an investigation into how the framework for teaching quality, Teaching through Interactions (TTI), can function as a tool for the supervision of pre-service teacher students and promote coherence in multidisciplinary contexts. Ten pre-service teacher students’ lessons were analysed using the TTI-based observation manual Classroom Assessment Scoring System, CLASS, giving rise to three strategies for utilising the framework: (a) comparing individual teacher students’ CLASS scores with data from published studies; (b) identifying and exploring CLASS dimensions with high internal variability among teacher students or school subjects; and (c) starting from a subject-specific theoretical perspective, exploring quantitative and qualitative aspects of a selected CLASS dimension. These approaches provide common language to promote coherence across subjects and between theory and practice, expanding CLASS as a tool in multidisciplinary contexts. This remedies some of the challenges with generic observation systems whilst maintaining a language that is useful across subject boundaries.

本研究旨在探讨教学质量框架“互动教学”（TTI）如何作为监督职前教师学生的工具，并促进多学科背景下的一致性。使用基于tti的观察手册《课堂评估评分系统》（CLASS）对10名职前教师学生的课程进行了分析，得出了使用该框架的三种策略：(a)将个别教师学生的CLASS分数与已发表的研究数据进行比较；(b)识别和探索教师、学生或学校科目之间具有高度内部变异性的班级维度；(c)从特定学科的理论角度出发，探索选定CLASS维度的定量和定性方面。这些方法提供了共同的语言来促进学科之间以及理论与实践之间的一致性，将CLASS扩展为多学科背景下的工具。这弥补了通用观察系统的一些挑战，同时保持了跨学科边界有用的语言。

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引用次数: 0

Reducing educational disadvantage across post-primary schools: Evidence from the first decade of the DEIS plan in Ireland 减少小学后学校的教育劣势：来自爱尔兰DEIS计划第一个十年的证据

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-01 Epub Date: 2025-05-10 DOI: 10.1016/j.stueduc.2025.101466

Lorraine Gilleece , Aidan Clerkin , Darragh Flannery

Equity in education is a policy priority internationally with policies and programmes designed to reduce gaps between more and less ‘advantaged’ learners. Evidence is mixed about the effectiveness of these, although limited use has been made of experimental or quasi-experimental designs in evaluation. Ireland’s main policy response to disadvantage since 2005 is the Delivering Equality of Opportunity in Schools (DEIS) programme. This study uses a regression discontinuity design (RDD) to examine the effect of DEIS on outcomes for post-primary schools between 2007 and 2016. Using national-level data across this period, we find no impact on school-level outcomes including examination performance and retention rates. Furthermore, we find no effect of DEIS on the percentages of low or high achieving students in key subjects. These null effects are found despite widely-held beliefs that DEIS has had a positive effect. Findings highlight the importance for evidence-informed policy of methods that allow for causal interpretation.

教育公平是国际上的一项政策重点，其政策和方案旨在缩小条件较差的学习者与条件较差的学习者之间的差距。尽管在评估中有限地使用了实验或准实验设计，但关于这些方法的有效性的证据是混合的。自2005年以来，爱尔兰应对弱势群体的主要政策是实施学校机会平等（DEIS）方案。本研究使用回归不连续设计（RDD）来检验2007年至2016年DEIS对小学后教育结果的影响。使用这一时期的国家级数据，我们发现对学校水平的结果没有影响，包括考试成绩和留校率。此外，我们没有发现DEIS对关键科目成绩低或高的学生百分比的影响。尽管人们普遍认为DEIS具有积极作用，但还是发现了这些无效效应。研究结果强调了允许因果解释的方法对于循证政策的重要性。

引用次数: 0

Searching for effective teacher practices during play to promote student learning outcomes 在游戏过程中寻找有效的教师实践，以促进学生的学习成果

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-01 Epub Date: 2025-05-07 DOI: 10.1016/j.stueduc.2025.101473

Victoria Michaelidou

This study aims to identify play’s contribution to promoting pre-primary students’ cognitive development. It presents the results of a study conducted in 37 pre-primary classes in Cyprus investigating the impact of teacher play practices on promoting student achievement in early literacy and mathematics. A stage sampling was employed to collect data from 552 pre-primary students. The short-term effect of play was examined during the two phases of learning in early childhood education, involving data from teacher observations during teaching and play activities. Student achievement at the beginning and the end of the school year 2022–2023 was assessed through a battery of performance tests. Evidence about play’s impact on both learning outcomes is provided. The need to adopt a comprehensive framework when evaluating the functioning of play in ECE and its impact on student learning is empirically supported. Implications for research, policy and practice are drawn.

本研究旨在探讨游戏对学前儿童认知发展的促进作用。它介绍了在塞浦路斯37个学前班进行的一项研究的结果，该研究调查了教师游戏实践对促进学生早期识字和数学成绩的影响。采用阶段抽样法对552名学龄前学生进行数据采集。游戏的短期效果在幼儿教育的两个学习阶段进行了研究，涉及教师在教学和游戏活动中的观察数据。学生在2022-2023学年开始和结束时的成绩通过一系列表现测试进行评估。提供了关于游戏对两种学习结果影响的证据。在评估游戏在幼儿教育中的功能及其对学生学习的影响时，需要采用一个全面的框架。得出了对研究、政策和实践的启示。

引用次数: 0

Exploring Chinese stakeholders’ perceptions of school inspection criteria in demonstrating educational quality: Do discrepancies in opinions reflect different school contexts? 探讨中国利益相关者对学校检查标准在展示教育质量方面的看法：意见的差异是否反映了不同的学校背景？

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-01 Epub Date: 2025-06-23 DOI: 10.1016/j.stueduc.2025.101481

Hong Zheng , Sally M. Thomas

This study investigates whether discrepancies exist in stakeholder perceptions of the, importance and relevance of school inspection criteria for demonstrating educational, quality in different school contexts in one Chinese city, as well as the underlying factors, that may explain any identified discrepancies. A mixed-methods design was employed, involving a stakeholder questionnaire conducted in 10 schools (n = 364) followed by, interviews (n = 13). The findings demonstrated that differences do exist between, schools in teachers’ priorities for school inspection indicators and in particular there, were statistically significant differences between one urban low-performing school and all other schools. The interview evidence from the urban low-performing school was, contrasted with perspectives from local policy makers and teachers in other schools., Overall, the findings demonstrate that inspection processes and school improvement, could be better promoted by more involvement of teachers and local stakeholders’, voices, acknowledging local contexts and strengthening teaching and learning, processes, particularly for disadvantaged schools.

本研究调查了在一个中国城市的不同学校背景下，利益相关者对学校检查标准的重要性和相关性的看法是否存在差异，以及可能解释任何已发现差异的潜在因素。采用混合方法设计，包括在10所学校进行利益相关者问卷调查（n = 364），然后进行访谈（n = 13）。研究结果表明，学校之间确实存在教师对学校检查指标的优先级的差异，特别是在一所城市表现不佳的学校和所有其他学校之间存在统计学上的显著差异。来自城市低绩效学校的访谈证据与当地政策制定者和其他学校教师的观点进行了对比。总体而言，调查结果表明，教师和当地利益相关者的更多参与，承认当地情况，加强教学和学习过程，特别是针对弱势学校，可以更好地促进检查过程和学校改进。

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引用次数: 0

School performance and inequality of opportunities in Latin America 拉丁美洲的学校表现与机会不平等

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-01 Epub Date: 2025-07-30 DOI: 10.1016/j.stueduc.2025.101497

Juliane Borchers , Marina Silva da Cunha

This research investigates the main determinants of educational outcomes for students aged 15–16 in Latin America, aiming to identify differences among countries. To achieve this, data from the 2018 Programme for International Student Assessment (PISA) were examined using the education production function and multilevel regression, considering both the impacts created by schools and the characteristics of students and their families, as well as in-school process variables such as instructional practices and learning environment dynamics. Not only do the results show differences in school performance in Latin American countries, but also that failing grades and insecurity faced by the students worsen school performance. On the other hand, studying at a school located in a medium-to-large city increases students' performance in the skills tested. Moreover, family background has a significant impact on students' academic performance, suggesting profound inequalities of opportunities in Latin American countries. The results show that, in addition to socioeconomic and school-related factors, process variables play a relevant role in explaining academic performance: a positive classroom climate and adaptive instruction are associated with higher performance, especially in reading and mathematics, while negative perceptions of teacher feedback correlate with lower performance, particularly among more disadvantaged students.

本研究调查了拉丁美洲15-16岁学生教育成果的主要决定因素，旨在确定各国之间的差异。为了实现这一目标，我们使用教育生产函数和多层次回归对2018年国际学生评估项目（PISA）的数据进行了检查，同时考虑了学校产生的影响、学生及其家庭的特征，以及教学实践和学习环境动态等校内过程变量。研究结果不仅显示了拉美国家在学校表现上的差异，还显示了学生成绩不佳和面临的不安全感使他们的学习成绩恶化。另一方面，在大中型城市的学校学习可以提高学生在技能测试中的表现。此外，家庭背景对学生的学习成绩有显著影响，这表明拉丁美洲国家存在着严重的机会不平等。结果表明，除了社会经济和学校相关因素外，过程变量在解释学习成绩方面也起着相关作用：积极的课堂气氛和适应性教学与更高的成绩相关，特别是在阅读和数学方面，而对教师反馈的负面看法与较低的成绩相关，特别是在更弱势的学生中。

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引用次数: 0

An AI-assisted critical thinking intervention to enhance undergraduate EFL learners’ writing proficiency 人工智能辅助批判性思维干预提高大学生英语学习者写作水平

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-01 Epub Date: 2025-06-20 DOI: 10.1016/j.stueduc.2025.101480

Xue Yin , Kun Dou

This study investigates the effects of an AI-assisted critical thinking (CT)-oriented writing intervention supported with ChatGPT involving 250 undergraduate EFL learners from three public universities. The research measured changes in students’ writing proficiency and their acceptance of ChatGPT in CT-oriented writing practices. A pretest-posttest design was adopted, with data collected through pre-post-writing tests (n = 250), an acceptance questionnaire (n = 250), and further semi-structured interviews (n = 25). The writing tests were evaluated across nine dimensions: clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness. The acceptance questionnaire, grounded in the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2) model, assessed six constructs, i.e., performance expectancy, effort expectancy, hedonic motivation, habit, trust, and behavioral intention. The results showed that 1) The intervention significantly enhanced students’ CT reflected in writing; 2) Positive shifts were observed in four scales of ChatGPT acceptance in a CT-oriented writing context, i.e., performance expectancy, effort expectancy, trust, and behavior intention, though only marginal increase in hedonic motivation and habit. Meanwhile, the study identified the primary aspects of ChatGPT influencing EFL learners’ CT-oriented writing. These results demonstrate the potential of ChatGPT as a scaffolding tool for CT-oriented writing training in EFL contexts. Despite limitations such as the single-group experimental design and 8-week experimental period, the findings offer valuable insights for further research and development in AI-driven tools in EFL writing pedagogy. Future research could adopt a multi-group design and longitudinal assessments to further validate the intervention’s sustained effects.

本研究调查了由ChatGPT支持的人工智能辅助批判性思维（CT）导向写作干预的效果，涉及来自三所公立大学的250名本科英语学习者。该研究测量了学生在面向计算机的写作实践中写作熟练程度的变化以及他们对ChatGPT的接受程度。采用前测后测设计，通过写作前后测试（n = 250）、接受问卷（n = 250）和半结构化访谈（n = 25）收集数据。写作测试从九个方面进行评估：清晰度、准确性、精确性、相关性、深度、广度、逻辑性、重要性和公平性。接受度问卷基于技术接受与使用扩展统一理论（UTAUT2）模型，评估了六个构式，即绩效期望、努力期望、享乐动机、习惯、信任和行为意图。结果表明：1)干预显著提高了学生在写作中体现的CT；2)在计算机导向写作情境下，绩效期望、努力期望、信任和行为意向四个量表的接受度均出现正向变化，但享乐动机和习惯仅略有增加。同时，该研究确定了ChatGPT影响英语学习者面向计算机写作的主要方面。这些结果证明了ChatGPT作为英语背景下面向计算机语言写作训练的脚手架工具的潜力。尽管存在单组实验设计和8周实验期等局限性，但研究结果为进一步研究和开发人工智能驱动的英语写作教学工具提供了有价值的见解。未来的研究可以采用多组设计和纵向评估来进一步验证干预的持续效果。

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引用次数: 0

Stages of effective teaching: Searching for their impact on student learning outcomes in language 有效教学的阶段：寻找它们对学生语言学习成果的影响

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-09-01 Epub Date: 2025-06-13 DOI: 10.1016/j.stueduc.2025.101479

Leonidas Kyriakides, Vasiliki Polymeropoulou, Evi Charalambous

Drawing on the Dynamic Model of Educational Effectiveness (DMEE), this study searched for stages of effective teaching. Stage sampling procedure was used, and 21 Greek language teachers were selected. Grade 9 students (n = 735) of all classrooms (n = 57) taught by the teacher sample participated in this study. Student achievement in Greek language at the beginning and at the end of the school year was measured. External observations and student questionnaires were used to measure the teacher factors of the DMEE. Data analysis revealed five stages of effective teaching. Students of teachers who were found to belong to higher stages performed better than students of teachers at lower stages. Teachers’ performance in two factors of the DMEE (i.e., orientation and dealing with misbehaviour) were not consistent when they had to teach in different classrooms. Prior achievement (aggregated at the class level) explained this variation. Implications for research, policy and practice are drawn.

本研究借鉴教育效能动态模型（Dynamic Model of Educational Effectiveness， DMEE），寻找有效教学的阶段。采用阶段性抽样法，选取21名希腊语文教师。教师样本所教的所有班级（n = 57）的九年级学生（n = 735）参与了本研究。学生在学年开始和结束时的希腊语成绩进行了测量。采用外部观察法和学生问卷法对教师因素进行测量。数据分析揭示了有效教学的五个阶段。高阶段教师的学生表现优于低阶段教师的学生。当教师在不同的教室任教时，他们在DMEE的两个因素（即，定向和处理不当行为）上的表现并不一致。以前的成绩（在班级水平上的总和）解释了这种差异。得出了对研究、政策和实践的启示。

引用次数: 0