Studies in Educational Evaluation最新文献

While the body of research on student feedback literacy in the field of education is growing, the association of such literacy with feedback engagement in L1 writing education remains relatively unexplored. Moreover, the potential relationship of a growth mindset, which serves as a motivational factor, with student feedback literacy has yet to be thoroughly investigated. Considering these gaps, the present study aimed to explore the relationships between a growth mindset, student writing feedback literacy, and feedback engagement. A sample of 236 sophomore English major students from a Chinese university was recruited. Employing path analysis, the study revealed that having a growth mindset was positively associated with all five features of student writing feedback literacy: appreciating feedback, acknowledging different feedback sources, making judgments, managing affect, and taking action. Moreover, the study revealed a nuanced relationship between students’ writing feedback literacy and their feedback engagement, with different features of writing feedback literacy having differential associations with distinct dimensions of feedback engagement. The study contributes to the literature in three ways. First, it expands our knowledge of the relationship between student feedback literacy and feedback engagement by delving deeper into the one-to-one association between different features of writing feedback literacy and various dimensions of feedback engagement. Second, it advances our understanding of how a growth mindset is related to shaping students’ writing feedback literacy. Finally, it provides evidence supporting the construct validity of the student writing feedback literacy scale in L1 writing learning.

Second language (L2) writing teachers’ personal beliefs can shape their feedback-giving practices. As a burgeoning area in L2 education, the mindsets framework offers us a novel theoretical perspective to analyze the impact of personal belief on feedback-giving practices. With 288 university English writing teachers from 28 provinces in China, this study examined their growth and fixed mindsets, as well as the five types of feedback-giving practices: scoring feedback, written corrective feedback, process-oriented feedback, expressive feedback, and peer and self-feedback. Paired sample t-test reported that teachers held significantly higher levels of growth than fixed mindsets. Repeated measures analysis of variance results indicated that expressive feedback was the most frequently used feedback approach, whereas written corrective feedback the least used approach. Structural equation modeling results found that growth mindsets were positively associated with all five types of feedback approaches, while fixed mindsets were only positively related to written corrective and process-oriented feedback. We interpreted the underlying mechanisms behind the varied associations between growth versus fixed mindsets with the five types of feedback-giving practices, and proposed suggestions for L2 writing teacher education.

Educational research has focused increasingly on comparing student civic outcomes across various educational systems. However, the study of non-cognitive, attitudinal measures has assumed a subsidiary role to the study of cognitive measures, despite its potential to shape policy and practice. This article investigates the validity and cross-country measurement equivalence or invariance (ME/I) of political trust measures among adolescents. Drawing on student data from ICCS 2016 covering 15 European educational systems (N = 52,788), the standard test for exact ME/I (i.e., Multi-Group Confirmatory Factor Analysis) is juxtaposed with a novel method for approximate ME/I (i.e., Alignment Optimization). The results underscore a two-dimensional structure of political trust, separating trust in order institutions from trust in representative institutions. While MGCFA results suggest configural invariance, rendering correlational analyses and country mean comparisons meaningless, Alignment Optimization yields valid latent means with an acceptable degree of non-invariance (i.e., 16%). Implications for comparative research on political trust among adolescents are discussed.

This study investigated pre-service primary teachers' reading strategies using the Metacognitive Awareness of Reading Strategy Inventory (MARSI) in the Indonesian version. The participants were 4377 pre-service primary teachers in Indonesia. The data were collected via an online form, and the invitations were sent out randomly. The participants were divided into two studies: 2912 participants were in study 1, which used a 5-point Likert scale, and 1465 participants were in study 2, using a 4-point Likert scale. The Rasch measurement approach was used in investigating the validity and reliability, rating improvement analysis, checking item difficulty functioning based on gender, and classifying pre-service primary teacher reading strategies. The adapted questionnaire satisfied all psychometric requirements based on Rasch modeling. The questionnaire with a 4-point scale showed better function than the 5-point one based on the observed measure average and curve probability category. The teachers' abilities ranged from − 6 logit to 6.45 logit.

In many countries, educational policy increasingly expects teachers to use results from nationwide achievement tests for data-based decision-making. Theoretical models suggest that teachers’ data use is not only related to their attitudes and the organizational culture of data use in their schools but also to the use of data by their principals. However, the relationship between teachers’ and principals’ data use has rarely been tested, and existing studies only provide limited evidence. This study examined these relationships using data from two large-scale samples (N_{mathematics teachers} =796, N_{German teachers} = 693). Results of structural equation models show that data use by teachers is significantly associated with data use by principals. Moreover, data use culture fully mediates this relationship, but teacher attitudes do not. We replicate our results for two samples, providing evidence for the generalizability. Thus, supporting principals to develop a positive data use culture seems promising for future professional development.

Although learner characteristics and item properties are known to affect students’ reading comprehension performance, little research has focused on the interactions between these two types of features. This study investigated the effects of learner factors (i.e., gender, the main language spoken at home, multilingualism, and instruction on reading strategies) and item factors (i.e., item format and cognitive process), as well as their interactions, on Canadian students’ performance (n = 16,688) in the reading test of PISA 2018. The results indicated that all learner and item factors significantly predicted reading comprehension. Open-response items were more difficult for male students compared to their female peers. Receiving instruction on reading strategies was most helpful in answering the understanding type of items. Students who mainly spoke the test language at home were specifically better at answering items focused on locating information, while multilingualism appeared to compensate for not speaking the test language at home.

This paper explores the contributions of co-teaching to learning-oriented assessment in eight co-taught undergraduate courses, over two academic years, in the fields of Education and Translation and Interpreting; specifically, whether collaborative teaching enhances assessment design and practices while developing instructors’ and students’ assessment literacy. Evidence from reflective teacher diaries and student focus group data was triangulated, with results suggesting a positive effect of co-teaching on formative assessment, especially regarding the quantity and quality of feedback received by students. Concerning summative assessment, transparency and communication were found to be key factors in reducing student concerns over the grading process. Finally, co-teaching appears to enable a two-way street encouraging students to provide feedback to their instructors and, in the process of doing so, develop their own feedback literacy. Overall, co-teaching, when well-planned and coordinated, can facilitate learning-oriented assessment, as well as provide a fruitful space for instructors’ professional development in assessment practices.

Increasing investment in educational ICT resources is a strategy adopted worldwide to improve student performance in the digital era. Nevertheless, whether the investment is effective and how to realize its positive effect remains unclear. To address these limitations, the dataset of PISA 2018 in five countries and regions with superior academic performance was used, and multilevel structural equation modelling was applied. The results indicated that, first, educational ICT resources are negatively associated with student academic performance. Second, educational ICT resources positively correlate with cognitive-motivational, curriculum-based engagement, and non-curricular engagement. School and home educational ICT resources exhibit strong associations with curriculum-based and cognitive-motivational engagement, respectively. Third, student engagement mediates the relationship between educational ICT resources and academic performance, and this mediating role is different at the school level and the student level. Last, the above relationships show heterogeneities across research countries and regions. Practical implications for governments, schools, and teachers were discussed.

This study examined boundary-crossing collaboration in a research-practice partnership (RPP) in initial teacher education in Germany, exploring improvements for the theory-practice link. This study aimed to evaluate this particular cooperation format, especially to identify success factors for RPPs and differences between actor groups. Characteristics examined include motivational factors, collaboration aspects, co-constructive knowledge acquisition, competence enhancement and satisfaction. The study drawed on a quantitative survey with 78 participants from four groups: school practitioners, researchers, teacher students, partners from extracurricular organizations. A one-way ANOVA was conducted, and a path model on effective relationships was calculated. Results revealed that RPPs are collaboration “on equal footing”; participation enables professional development in teaching, assessing, and innovation; sharing practical experiences is the dominant factor in knowledge co-construction and main driver of success; and motivation to participate is mainly regulated intrinsically. This study contributes to the international debate on RPPs and advocates their establishment in teacher education.

Most of previous studies examined the consistency among two or three student raters giving scores to different peers (i.e. ratees), whereas few of them researched the consistency among more student raters giving scores to different peers (i.e. ratees). The present study aimed to see whether there is a consistency among student raters giving scores to peers in an online assessment activity. Participants of the study were 266 graduate students, with 137 males and 129 females, from 27 classes in a department at some university. Each student was required to give a presentation graded by the peers anonymously. From to the perspective of class, the result of the Kendall coefficient of concordance showed that a proportion of more than half-classes presented a significant correlation with a moderate or strong consistency among student raters giving scores to peers, and thus the number of raters or peers should be more for a higher reliability. The result of Chi-square test from the perspective of individual revealed that students held a consistent standard when giving scores to peers' presentations. Finally the implications for theories and practices are proposed.