The cascade model, in which facilitators provide professional development to teachers who then implement innovations, can result in diluted impact along the cascades. Effectiveness has rarely been shown for the level of student outcomes and supportive conditions, such as teacher collaboration and principal leadership, are needed. This study examines whether implementing a research-based, language-responsive mathematics innovation through a cascade model impacts student outcomes and whether teacher collaboration and principal leadership support implementation. Student outcomes were assessed before and after the teaching unit in view in an intervention group and a control group (n = 479), with school context conditions reported by teachers. Multilevel models revealed that implementation in the cascade model was effective in improving student outcomes. Principal leadership positively predicted outcomes, especially in the control group providing mathematics instruction as usual, while teacher collaboration was a negative predictor. Implications for future research and the design of professional development programs are discussed.
{"title":"Implementing educational innovations through facilitators: Cascade model works, yet school contexts matter","authors":"Rebekka Stahnke , Dilan Şahin-Gür , Corinna Hankeln , Susanne Prediger","doi":"10.1016/j.stueduc.2025.101456","DOIUrl":"10.1016/j.stueduc.2025.101456","url":null,"abstract":"<div><div>The cascade model, in which facilitators provide professional development to teachers who then implement innovations, can result in diluted impact along the cascades. Effectiveness has rarely been shown for the level of student outcomes and supportive conditions, such as teacher collaboration and principal leadership, are needed. This study examines whether implementing a research-based, language-responsive mathematics innovation through a cascade model impacts student outcomes and whether teacher collaboration and principal leadership support implementation. Student outcomes were assessed before and after the teaching unit in view in an intervention group and a control group (<em>n</em> = 479), with school context conditions reported by teachers. Multilevel models revealed that implementation in the cascade model was effective in improving student outcomes. Principal leadership positively predicted outcomes, especially in the control group providing mathematics instruction as usual, while teacher collaboration was a negative predictor. Implications for future research and the design of professional development programs are discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101456"},"PeriodicalIF":2.6,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143685790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-13DOI: 10.1016/j.stueduc.2025.101455
José Carlos G. Ocampo , Ernesto Panadero , Iván Sánchez-Iglesias , Fernando Díez Ruiz
This study explores the impact of peer feedback content (concise general vs elaborated specific), assessee gender (male vs female), and fictitious assessor gender (male vs female vs anonymous) on essay revisions and perceptions of peer feedback. A total of 284 undergraduate students (nMen = 138, nWomen = 146) from two private universities in the Philippines participated in this study. Participants submitted an argumentative essay draft (pre-test), received concise general or elaborate specific peer feedback from a fictitious male or female or anonymous peer assessor, and submitted a revised argumentative essay (post-test). We found that the pre-test and post-test essay scores were unaffected by feedback content, assessee, or assessor gender. However, a significant triple interaction emerged between assessee gender, feedback content, and assessment time. Similarly, triple interactions were found for trust in peers as assessors and perceived adequacy of feedback. No interactions were observed for perceptions of (dis)comfort and motivation.
{"title":"“Due to the composition of the feedback, I think it’s a girl”: The effects of gender and peer feedback content on essay revisions and perceptions of peer feedback","authors":"José Carlos G. Ocampo , Ernesto Panadero , Iván Sánchez-Iglesias , Fernando Díez Ruiz","doi":"10.1016/j.stueduc.2025.101455","DOIUrl":"10.1016/j.stueduc.2025.101455","url":null,"abstract":"<div><div>This study explores the impact of peer feedback content (concise general vs elaborated specific), assessee gender (male vs female), and fictitious assessor gender (male vs female vs anonymous) on essay revisions and perceptions of peer feedback. A total of 284 undergraduate students (n<sub>Men</sub> = 138, n<sub>Women</sub> = 146) from two private universities in the Philippines participated in this study. Participants submitted an argumentative essay draft (pre-test), received concise general or elaborate specific peer feedback from a fictitious male or female or anonymous peer assessor, and submitted a revised argumentative essay (post-test). We found that the pre-test and post-test essay scores were unaffected by feedback content, assessee, or assessor gender. However, a significant triple interaction emerged between assessee gender, feedback content, and assessment time. Similarly, triple interactions were found for trust in peers as assessors and perceived adequacy of feedback. No interactions were observed for perceptions of (dis)comfort and motivation.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101455"},"PeriodicalIF":2.6,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143609492","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}
Pub Date : 2025-02-27DOI: 10.1016/j.stueduc.2025.101452
Susanne Prediger , Kim-Alexandra Rösike , Anke Wischgoll
Low-achieving students need targeted interventions to remediate the critical foundational knowledge required for successful further learning trajectories. For Grade 5, critical basic concepts (e.g., place-value understanding and meaning of multiplication) and basic skills (e.g., counting in steps and multiplication facts) have been identified as equally important and highly intertwined. However, evidence for the effectiveness of foundation intervention programs has mainly been provided for basic skills and for younger children’s understanding of basic concepts but has not yet been sufficiently provided for fifth graders’ understanding of basic concepts. In this paper, we present a quasi-experimental implementation trial (n = 295) on the effectiveness of the Mastering Math foundation intervention program that aims at fostering understanding of basic concepts in arithmetic. Teachers in the intervention group were prepared in professional development courses and supported by detailed formative assessment and teaching materials to foster low-achieving students’ understanding in small-group interventions supplemental to the regular mathematics classrooms. Teachers in the control classes received assessment feedback on students’ achievement and the suggestion to work on basic skills and basic concepts, but no professional development or teaching materials for their regular mathematics classrooms. The intervention group was compared to a control group (selected by propensity score matching) by analyses of variances with repeated measures, applying gender, socioeconomic status, immigrant background, and reading proficiency as co-variates. The intervention group significantly outperformed the control group in the explicitly covered basic concepts. No transfer effect was found for basic skills. Further analyses showed that the intervention group learned significantly more than their higher-achieving classmates. Most interesting was a positive spillover effect that all students in the Mastering Math schools learned significantly more basic concepts of below-grade content, so the teachers’ professional experiences in the small-group foundation intervention seem to also have diffused into their regular classrooms. The results show that, when teachers gain additional expertise on fostering understanding of basic concepts, conceptually focused foundation intervention programs targeting understanding of basic concepts can be effectively implemented and can even have an impact on the learning of those students who did not attend the small-group intervention.
{"title":"Beyond basic skills: An effective foundation intervention for low-achieving fifth graders’ understanding of basic concepts","authors":"Susanne Prediger , Kim-Alexandra Rösike , Anke Wischgoll","doi":"10.1016/j.stueduc.2025.101452","DOIUrl":"10.1016/j.stueduc.2025.101452","url":null,"abstract":"<div><div>Low-achieving students need targeted interventions to remediate the critical foundational knowledge required for successful further learning trajectories. For Grade 5, critical basic concepts (e.g., place-value understanding and meaning of multiplication) and basic skills (e.g., counting in steps and multiplication facts) have been identified as equally important and highly intertwined. However, evidence for the effectiveness of foundation intervention programs has mainly been provided for basic skills and for younger children’s understanding of basic concepts but has not yet been sufficiently provided for fifth graders’ understanding of basic concepts. In this paper, we present a quasi-experimental implementation trial (<em>n</em> = 295) on the effectiveness of the Mastering Math foundation intervention program that aims at fostering understanding of basic concepts in arithmetic. Teachers in the intervention group were prepared in professional development courses and supported by detailed formative assessment and teaching materials to foster low-achieving students’ understanding in small-group interventions supplemental to the regular mathematics classrooms. Teachers in the control classes received assessment feedback on students’ achievement and the suggestion to work on basic skills and basic concepts, but no professional development or teaching materials for their regular mathematics classrooms. The intervention group was compared to a control group (selected by propensity score matching) by analyses of variances with repeated measures, applying gender, socioeconomic status, immigrant background, and reading proficiency as co-variates. The intervention group significantly outperformed the control group in the explicitly covered basic concepts. No transfer effect was found for basic skills. Further analyses showed that the intervention group learned significantly more than their higher-achieving classmates. Most interesting was a positive spillover effect that all students in the Mastering Math schools learned significantly more basic concepts of below-grade content, so the teachers’ professional experiences in the small-group foundation intervention seem to also have diffused into their regular classrooms. The results show that, when teachers gain additional expertise on fostering understanding of basic concepts, conceptually focused foundation intervention programs targeting understanding of basic concepts can be effectively implemented and can even have an impact on the learning of those students who did not attend the small-group intervention.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101452"},"PeriodicalIF":2.6,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143510757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-08DOI: 10.1016/j.stueduc.2025.101454
Jianzhong Xu
Informed by self-determination and self-regulation frameworks, this study aims to examine the longitudinal relations among autonomy support, time management, homework completion, and mathematics achievement. Middle school in China encompasses grades 6–8, and this study specifically examines 8th graders. Data from these students at two time points (Time 1[T1] and Time 2 [T2]) over one school year showed a bidirectional positive association between autonomy support and time management. Moreover, higher levels of autonomy support at T1 led to higher T2 achievement. Finally, higher levels of time management at T1 resulted in higher T2 homework completion and achievement. This study extends previous research by integrating self-regulation and self-determination frameworks to examine homework behavior and performance with longitudinal data, offering far-reaching implications for research and practice, particularly emphasizing the dual importance of promoting autonomy support and time management.
{"title":"Longitudinal relations among perceived autonomy support, time management, completion, and achievement","authors":"Jianzhong Xu","doi":"10.1016/j.stueduc.2025.101454","DOIUrl":"10.1016/j.stueduc.2025.101454","url":null,"abstract":"<div><div>Informed by self-determination and self-regulation frameworks, this study aims to examine the longitudinal relations among autonomy support, time management, homework completion, and mathematics achievement. Middle school in China encompasses grades 6–8, and this study specifically examines 8th graders. Data from these students at two time points (Time 1[T1] and Time 2 [T2]) over one school year showed a bidirectional positive association between autonomy support and time management. Moreover, higher levels of autonomy support at T1 led to higher T2 achievement. Finally, higher levels of time management at T1 resulted in higher T2 homework completion and achievement. This study extends previous research by integrating self-regulation and self-determination frameworks to examine homework behavior and performance with longitudinal data, offering far-reaching implications for research and practice, particularly emphasizing the dual importance of promoting autonomy support and time management.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101454"},"PeriodicalIF":2.6,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143350861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-06DOI: 10.1016/j.stueduc.2025.101453
Huiyuan Gu
L2 writing research has primarily focused on motivation to write as an antecedent of feedback-seeking behavior (FSB). To date, few studies have considered L2 learners’ perceived costs and values of the feedback per se. To address this research gap, this study applies an extended cost-value framework to explore the predictive effects of L2 learners’ perceptions of the costs and values associated with teacher feedback on their strategies to seek teacher feedback (i.e., feedback monitoring and inquiry). Data were collected from 294 Chinese tertiary English learners using structured questionnaires and processed using partial least squares structural equation modeling. It was found that interest and utility values positively predicted both feedback monitoring and feedback inquiry. Effort cost negatively predicted feedback monitoring, whereas self-presentation cost negatively predicted feedback inquiry. The study also showed that interest value mediated the relationships between utility value and feedback strategies. The results of the study lend support to the postulations of the cost-value framework, establishing feedback perceptions as a proximal antecedent of feedback-seeking strategies in L2 writing. Practical implications on how to enhance feedback practices are discussed.
{"title":"Exploring factors contributing to feedback-seeking strategies in L2 writing: An extended cost-value framework","authors":"Huiyuan Gu","doi":"10.1016/j.stueduc.2025.101453","DOIUrl":"10.1016/j.stueduc.2025.101453","url":null,"abstract":"<div><div>L2 writing research has primarily focused on motivation to write as an antecedent of feedback-seeking behavior (FSB). To date, few studies have considered L2 learners’ perceived costs and values of the feedback <em>per se</em>. To address this research gap, this study applies an extended cost-value framework to explore the predictive effects of L2 learners’ perceptions of the costs and values associated with teacher feedback on their strategies to seek teacher feedback (i.e., feedback monitoring and inquiry). Data were collected from 294 Chinese tertiary English learners using structured questionnaires and processed using partial least squares structural equation modeling. It was found that interest and utility values positively predicted both feedback monitoring and feedback inquiry. Effort cost negatively predicted feedback monitoring, whereas self-presentation cost negatively predicted feedback inquiry. The study also showed that interest value mediated the relationships between utility value and feedback strategies. The results of the study lend support to the postulations of the cost-value framework, establishing feedback perceptions as a proximal antecedent of feedback-seeking strategies in L2 writing. Practical implications on how to enhance feedback practices are discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101453"},"PeriodicalIF":2.6,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143195482","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}
Pub Date : 2025-01-28DOI: 10.1016/j.stueduc.2025.101451
Anna E. Premo , Christian Schunn
Networked Improvement Communities, or NICs, are a type of research-practice partnership that have become a popular approach to large-scale educational change. Despite the growing prevalence of NICs in education, however, there is little research on their effects on student outcomes, particularly with attention to their multi-level complexity and whether they lead to more equitable outcomes. In this study, we test an approach for evaluating the effects of network participation on the growth of student reading outcomes in a large NIC relative to a set of matched non-network schools. Overall, schools participating in the NIC showed growth in reading outcomes that outpaced matched schools in the state by an additional 5 %. Benefits varied by school, which could be explained by levels of teacher participation and depth of implementation. In addition, historically disadvantaged students especially benefited from NIC participation.
{"title":"Network, school, and student demographic level effects of a networked improvement community on student reading outcomes","authors":"Anna E. Premo , Christian Schunn","doi":"10.1016/j.stueduc.2025.101451","DOIUrl":"10.1016/j.stueduc.2025.101451","url":null,"abstract":"<div><div>Networked Improvement Communities, or NICs, are a type of research-practice partnership that have become a popular approach to large-scale educational change. Despite the growing prevalence of NICs in education, however, there is little research on their effects on student outcomes, particularly with attention to their multi-level complexity and whether they lead to more equitable outcomes. In this study, we test an approach for evaluating the effects of network participation on the growth of student reading outcomes in a large NIC relative to a set of matched non-network schools. Overall, schools participating in the NIC showed growth in reading outcomes that outpaced matched schools in the state by an additional 5 %. Benefits varied by school, which could be explained by levels of teacher participation and depth of implementation. In addition, historically disadvantaged students especially benefited from NIC participation.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101451"},"PeriodicalIF":2.6,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-22DOI: 10.1016/j.stueduc.2025.101444
Anat Stavans , Sara Zadunaisky Ehrlich
This study provides a view of elementary school experienced and novice teachers’ perceptions on text quality evaluation of written products in Israel. Questionnaires explored: the perceptions of general elements adjudicated to text quality, a holistic textbased teachers’ evaluation concomitant with experts’ evaluation, and texts quality textual and linguistic indicators concordant with the experts’ ranking of the same texts. Questionnaires were collected from 204 participants (101 teacher-trainees of Elementary Education (TT), and 103 in-service teachers (T) in Elementary schools in Central Israel). The findings show that experienced (T) and novice (TT) teachers share knowledge about text quality when incipient writers are concerned. T’s evaluations diverged from the experts’ evaluations because they evaluate both process and product grounded in their knowledge and experience with writing stages of development underlying text production at different grade levels. TT converge with the experts’ “objective” evaluation because they focus on the text product.
{"title":"Evaluating text quality: Teachers’ perceptions about pupils’ writing","authors":"Anat Stavans , Sara Zadunaisky Ehrlich","doi":"10.1016/j.stueduc.2025.101444","DOIUrl":"10.1016/j.stueduc.2025.101444","url":null,"abstract":"<div><div>This study provides a view of elementary school experienced and novice teachers’ perceptions on text quality evaluation of written products in Israel. Questionnaires explored: the perceptions of general elements adjudicated to text quality, a holistic textbased teachers’ evaluation concomitant with experts’ evaluation, and texts quality textual and linguistic indicators concordant with the experts’ ranking of the same texts. Questionnaires were collected from 204 participants (101 teacher-trainees of Elementary Education (TT), and 103 in-service teachers (T) in Elementary schools in Central Israel). The findings show that experienced (T) and novice (TT) teachers share knowledge about text quality when incipient writers are concerned. T’s evaluations diverged from the experts’ evaluations because they evaluate both process and product grounded in their knowledge and experience with writing stages of development underlying text production at different grade levels. TT converge with the experts’ “objective” evaluation because they focus on the text product.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101444"},"PeriodicalIF":2.6,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096894","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}
Pub Date : 2025-01-16DOI: 10.1016/j.stueduc.2024.101443
Filip Moons , Ellen Vandervieren , Jozef Colpaert
Assessing exams with multiple assessors is challenging regarding inter-rater reliability and feedback. This paper presents ‘checkbox grading,’ a digital method where exam designers have predefined checkboxes with both feedback and associated partial grades. Assessors then tick the checkboxes relevant to a student solution. Dependencies between checkboxes ensure consistency among assessors in following the grading scheme. Moreover, the approach supports ‘blind grading’ by hiding the grades associated with the checkboxes, thus focusing assessors on the criteria rather than the scores. The approach was studied during a large-scale mathematics state exam. Results show that assessors perceived checkbox grading as very useful. However, compared to traditional grading—where assessors follow a correction scheme and communicate the resulting grade—more time is spent on checkbox grading, while both approaches are equally reliable. Blind grading improved inter-rater reliability for some tasks. Overall, checkbox grading might lead to a smoother process where feedback, not solely grades, is communicated to students.
{"title":"Checkbox grading of large-scale mathematics exams with multiple assessors: Field study on assessors’ inter-rater reliability, time investment and usage experience","authors":"Filip Moons , Ellen Vandervieren , Jozef Colpaert","doi":"10.1016/j.stueduc.2024.101443","DOIUrl":"10.1016/j.stueduc.2024.101443","url":null,"abstract":"<div><div>Assessing exams with multiple assessors is challenging regarding inter-rater reliability and feedback. This paper presents ‘checkbox grading,’ a digital method where exam designers have predefined checkboxes with both feedback and associated partial grades. Assessors then tick the checkboxes relevant to a student solution. Dependencies between checkboxes ensure consistency among assessors in following the grading scheme. Moreover, the approach supports ‘blind grading’ by hiding the grades associated with the checkboxes, thus focusing assessors on the criteria rather than the scores. The approach was studied during a large-scale mathematics state exam. Results show that assessors perceived checkbox grading as very useful. However, compared to traditional grading—where assessors follow a correction scheme and communicate the resulting grade—more time is spent on checkbox grading, while both approaches are equally reliable. Blind grading improved inter-rater reliability for some tasks. Overall, checkbox grading might lead to a smoother process where feedback, not solely grades, is communicated to students.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101443"},"PeriodicalIF":2.6,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-08DOI: 10.1016/j.stueduc.2024.101441
Xia Zhang, Yan Wang, Hao Chen
Peer assessment promotes the development of children's higher-order cognitive skills.This study used epistemic network analysis to implement a 12-week peer assessment teaching strategy in a first-grade art course at an elementary school in China. It aimed to explore the impact of peer assessment on children's knowledge construction process in an art course from a time-series perspective. The results show that:（1）Peer assessment is effective in enhancing children's deeper knowledge construction and helping them to construct knowledge on higher-order cognitive structures.（2）Children with different levels of metacognitive self-regulation focused on different elements of knowledge, and peer assessment had a more pronounced effect on the integrated and deeper construction of cognitive structures in children with high levels of metacognitive self-regulation.（3）There were differences in the elements of knowledge that children of different genders focused on at different stages of the curriculum process. However, the overall process of knowledge construction progressed from shallow to deep learning, with no significant gender differences in this progression. Our findings not only enrich the process of constructing knowledge through peer assessment for first-grade students in the art program, but also provide insights for art teachers and educators to carry out educational activities.
{"title":"A study on the effect of peer assessment on children's knowledge construction processes based on Epistemic Network Analysis","authors":"Xia Zhang, Yan Wang, Hao Chen","doi":"10.1016/j.stueduc.2024.101441","DOIUrl":"10.1016/j.stueduc.2024.101441","url":null,"abstract":"<div><div>Peer assessment promotes the development of children's higher-order cognitive skills.This study used epistemic network analysis to implement a 12-week peer assessment teaching strategy in a first-grade art course at an elementary school in China. It aimed to explore the impact of peer assessment on children's knowledge construction process in an art course from a time-series perspective. The results show that:（1）Peer assessment is effective in enhancing children's deeper knowledge construction and helping them to construct knowledge on higher-order cognitive structures.（2）Children with different levels of metacognitive self-regulation focused on different elements of knowledge, and peer assessment had a more pronounced effect on the integrated and deeper construction of cognitive structures in children with high levels of metacognitive self-regulation.（3）There were differences in the elements of knowledge that children of different genders focused on at different stages of the curriculum process. However, the overall process of knowledge construction progressed from shallow to deep learning, with no significant gender differences in this progression. Our findings not only enrich the process of constructing knowledge through peer assessment for first-grade students in the art program, but also provide insights for art teachers and educators to carry out educational activities.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"84 ","pages":"Article 101441"},"PeriodicalIF":2.6,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143158305","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}
Pub Date : 2025-01-03DOI: 10.1016/j.stueduc.2024.101442
Yi Zhang , Hui Chen , Jingran Wang , Zhongling Pi , Jiumin Yang
In the context of online formative peer assessment (FPA), both the provision of quality peer feedback and critical implementation of received feedback are intellectually demanding tasks that require cognitive and metacognitive effort from students. To facilitate these processes, this study designed a self-monitoring prompt (SMP) as a metacognitive scaffold and examined its impact on students’ provision of peer feedback and its uptake, as well as students’ revision performance in an undergraduate course titled “Modern Educational Technology”. Adopting a mixed-methods research design, 116 junior undergraduates from China participated in an online FPA task over three weeks, with 68 students in the experimental group (with SMP support; SMP+) and 48 students in the control group (without SMP support; SMP-). However, due to specific data exclusion criteria, not all participants were included in each analysis: 90 students for the provision of peer feedback, and 97 students for both the uptake of peer feedback and the chain mediation analysis. The results indicated that SMP did not significantly change feedback quantity (p = .950), but it did enhance its quality (p = .019). The SMP+ group showed a greater tendency to apply the received peer feedback (p = .002), were less likely to ignore it (p = .014), and achieved better revision performance than the students in the SMP- group (p = .003). Further chain mediation analyses revealed the complex ways SMP influenced revision performance. Overall, the study underscores the potential of SMP to improve the quality and effectiveness of online FPA.
{"title":"The impacts of self-monitoring prompt on provision and uptake of peer feedback and on revision performance: A mixed methods study","authors":"Yi Zhang , Hui Chen , Jingran Wang , Zhongling Pi , Jiumin Yang","doi":"10.1016/j.stueduc.2024.101442","DOIUrl":"10.1016/j.stueduc.2024.101442","url":null,"abstract":"<div><div>In the context of online formative peer assessment (FPA), both the provision of quality peer feedback and critical implementation of received feedback are intellectually demanding tasks that require cognitive and metacognitive effort from students. To facilitate these processes, this study designed a self-monitoring prompt (SMP) as a metacognitive scaffold and examined its impact on students’ provision of peer feedback and its uptake, as well as students’ revision performance in an undergraduate course titled “Modern Educational Technology”. Adopting a mixed-methods research design, 116 junior undergraduates from China participated in an online FPA task over three weeks, with 68 students in the experimental group (with SMP support; SMP+) and 48 students in the control group (without SMP support; SMP-). However, due to specific data exclusion criteria, not all participants were included in each analysis: 90 students for the provision of peer feedback, and 97 students for both the uptake of peer feedback and the chain mediation analysis. The results indicated that SMP did not significantly change feedback quantity (<em>p</em> = .950), but it did enhance its quality (<em>p</em> = .019). The SMP+ group showed a greater tendency to apply the received peer feedback (<em>p</em> = .002), were less likely to ignore it (<em>p</em> = .014), and achieved better revision performance than the students in the SMP- group (<em>p</em> = .003). Further chain mediation analyses revealed the complex ways SMP influenced revision performance. Overall, the study underscores the potential of SMP to improve the quality and effectiveness of online FPA.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"84 ","pages":"Article 101442"},"PeriodicalIF":2.6,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143157886","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号