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The how’s and how often’s of school harassment: How do they influence the academic achievement of adolescents over time? Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-04-17 Andrea Canales, Andrew Webb
A vast body of literature shows that school harassment is negatively associated with academic achievement, particularly in elementary and middle schools. Few studies have examined the influence of forms and frequencies of harassment—whether relational, verbal, cyber, or physical—on academic performance in high schools. We investigate how the how’s and when’s of harassment are associated with the academic
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Introducing the 3P conceptual model of internal quality assurance in higher education: A systematic literature review Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-04-16 Matthijs Krooi, Jill Whittingham, Simon Beausaert
Institutions of higher education engage in internal quality assurance for teaching and learning in order to demonstrate legitimacy in the face of (societal) expectations, as well as to maintain and improve the quality of education. While the topic of quality assurance in higher education is a growing academic specialty, the evidence base for its impact on educational quality remains limited. Developing
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Analyzing the impact of digitized-education toward the future of education: A comparative study based on students’ evaluation of teaching data Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-04-16 Kingsley Okoye, Sandra Dennis Núñez Daruich, Raquel Castaño, José Francisco Enríquez de la O, Jose Escamilla, Samira Hosseini
This study investigates the key factors that impact the , and what those mean for the new and emerging educational models of learning. The research is based on state-of-the-art education and assessment models for learning such as Descriptive decision theory, Futures Literacy (FLF), and 8-Affordances framework that theoretically addresses both the need to use multidisciplinary components in identifying
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Instructional tools and curricular structures to facilitate students’ self-assessment and generation of self-feedback Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-04-09 Jessica To, Anna Serbati, Anastasiya Lipnevich
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Measuring the quality of teacher professional development: A large-scale validation study of an 18-item instrument for daily use Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-04-06 Eric Richter, Dirk Richter
This study introduces the Teacher Professional Development (TPD) Monitor, an 18-item instrument designed to assess the quality of formal learning opportunities (e.g. courses, workshops), for in-service teachers across all grade levels of general education. By evaluating these opportunities across four critical dimensions—clarity and structure, cognitive activation, collaboration, practical relevance—the
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Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-04-04 Hanieh Shafiee Rad, Azizullah Mirzaei
Recent research on feedback processes posits that furthering students’ feedback literacy leads to scaffolded learning by effectively engaging them in seeking, understanding, and using feedback information. This study examined effects of a social-constructionist approach to feedback literacy on students’ development of feedback literacy, scaffolded learning, and resilience. Accordingly, we raised students’
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The double-edged sword of de-tracking reforms in Germany: Using a Difference-in-Differences approach to estimate effects on students' educational aspirations and their association with students' socioeconomic backgrounds Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-04-01 Marlen Holtmann, Camilla Rjosk, Malte Jansen, Oliver Lüdtke
Some German states recently reformed their tracking practices by reducing the number of secondary school track options from up to four to a two-path structure, in which students can continue their school career until they acquire the general university entrance qualification in both tracks (academic and comprehensive). We examine whether these reforms were, as intended, associated with a change in
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Predicting undergraduate student evaluations of teaching using probabilistic machine learning: The importance of motivational climate Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-03-29 Brett D. Jones, Kazim Topuz, Sumeyra Sahbaz
The purpose of this study was to understand the complex interactions within a course among motivational climate variables and student evaluations of teaching (SETs) by developing online simulators using probabilistic machine learning. We used data from 2938 undergraduate students in 30 classes to create online simulators based on Bayesian Belief Networks. We created bubble charts, line graphs, and
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Learning analytics of peer feedback on communicative skills in an EFL course across different learning modalities Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-03-27 Tom Gorham, Rwitajit Majumdar, Hiroaki Ogata
This research investigates the improvement of communicative skills in university students via peer feedback activities in an English-as-a-foreign-language (EFL) course. Utilizing a comprehensive view of contemporary feedback frameworks, the study engaged 320 students across three cohorts. The last two cohorts transitioned to online Emergency Remote Teaching (ERT) due to the COVID-19 pandemic. The final
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Dynamics of change of academics’ teaching approaches: A latent profile transition analysis Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-03-27 Marian D. Ilie, Peter Van Petegem, Velibor Mladenovici, Laurenţiu P. Maricuţoiu
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Estimating teachers’ value-added effects using generalized persistence model Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-03-21 Ali Temurtaş, Derya Çobanoğlu Aktan
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How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics’ Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-03-20 Carlton J. Fong, Diane L. Schallert, Shengjie Lin, Servet Altan
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Supporting students to generate self-feedback: Critical reflections on the special issue Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-03-16 Fabienne Michelle Van der Kleij
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Teaching quality and student reading outcomes: Evidence from a longitudinal study from grade 5 to 7 Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-03-01 Manja Attig, Frances Hoferichter, Isa Steinmann, Rolf Strietholt
The literature on the effects of teaching behavior on student competence and motivation has primarily focused on single teaching facets, with limited attention to multiple components simultaneously. To address this gap, this study examined a model of teaching and learning by investigating 10 teaching quality components reported by both students and teachers. The study used a sample of 3067 students
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Assessing student learning in work-integrated learning (WIL): A systematic review on assessment methods and purposes Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-02-29 Lillian Yun Yung Luk, Cecilia K.Y. Chan
Under increasing pressure from quality assurance and other accountability concerns, it is easy to fall into the trap of assessing students only for the sake of assessment. This review aims to help educators rethink assessment in work-integrated learning (WIL) courses with purpose in mind by identifying the assessment methods used to assess student learning in such courses over the last 20 years, together
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Strengths intervention imparted through a blended learning approach to advance personal growth initiative among Pakistan’s university students during COVID-19 Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-02-28 Zane Asher Green
To enhance the teaching-learning process and protect all concerned during COVID-19, a blended learning approach—comprising online learning as well as offline personal and collaborative learning—was used to impart a strengths intervention to foster personal growth initiative (PGI) among Pakistan’s university students. The sample comprised 176 students randomly allocated to a treatment ( = 88) and a
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The influence of parental involvement on students’ non-cognitive abilities in rural ethnic regions of northwest China Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-02-22 Lin Li, Han Liu, Yupan Kang, Yaojiang Shi, Zijian Zhao
The development of children’s non-cognitive abilities is crucial for both individuals and society as a whole. In this study, using a follow-up survey on 5369 primary students in rural ethnic regions of northwest China, we aim to examine the levels of parental involvement in rural ethnic regions and investigate its effect on students’ non-cognitive abilities. Our results show the following: first, parental
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Self-regulated learning: Validating a task-specific questionnaire for children in elementary school Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-02-17 R. Ebbes, J.A. Schuitema, H.M.Y. Koomen, B.R.J. Jansen, M. Zee
This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation
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Did the quality of internet services and related class structures affect educational achievement in Poland during COVID-19? Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-02-15 Jacek Liwiński, Steven G. Rivkin, Erwin R. Tiongson
Learning losses during the COVID-19 pandemic have been well documented. In this paper, we attempt to learn more about the determinants of the magnitude of the adverse effects of the emergency shift to remote learning in Polish upper secondary schools. Because of concerns that differences in access to and quality of local internet would disadvantage lower socio-economic status children, the analysis
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Performance evaluation in teaching: Dissecting student evaluations in higher education Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-02-14 Steve Cook, Duncan Watson, Robert Webb
Numerous studies have highlighted the significant role of Student Evaluations of Teaching (SETs) as a key metric for assessing teaching quality in Higher Education (HE). Building upon these insights, our study introduces an innovative four-tiered model, derived from diverse research, to examine the reliability of SETs. This model addresses biases associated with SETs, delving into both statistical
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Student Evaluation of Teaching: The analysis of measurement invariance across online and paper-based administration procedures of the Romanian version of Marsh’s Student Evaluations of Educational Quality scale Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-02-13 Daniel E. Iancu, Laurenţiu P. Maricuţoiu, Marian D. Ilie
Student Evaluation of Teaching (SET) instruments can be administered online or with paper and pencil. These procedures involve different interactions between respondents and instruments which could cause errors when administrators and researchers want to compare or relate online results with paper-based results. This study aimed to analyze if the Romanian version of the Student Evaluations of Educational
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Weakening achievement gap and strengthening school renewal: A multivariate multilevel approach incorporating changes among both students and teachers Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-02-09 Xin Ma, Jianping Shen, Patricia Reeves, Zhenhui Piao
Using longitudinal data across Grades 3 to 5 on students and teachers from 123 elementary schools, we developed a multivariate multilevel model incorporating changes among both students and teachers to examine the relationship among schools between change in school racial-ethnic gap in academic achievement (English language arts and mathematics) and change in school renewal effort (by school principals)
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Examining how students overclaim their English as a foreign language knowledge: A novel use of the overclaiming technique Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-02-07 Hana Vonkova, Ondrej Papajoanu, Angie Moore, Katerina Kralova
Student self-reports of knowledge are widely used by researchers and educators, though their accuracy has been questioned due to potential biases. The overclaiming technique (OCT), based on the familiarity ratings of existing (reals) and non-existing (foils) items, has been used to identify accuracy and exaggeration in respondents’ self-reports. We developed an original English OCT measure specifically
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Whose and what values? Advancing and illustrating explicit specification of evaluative criteria in education Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-02-06 Emily F. Gates, Rebecca M. Teasdale, Clara Shim, Haylea Hubacz
This paper addresses the theoretical and practical question of how to specify criteria used in educational evaluations. People and groups involved in and affected by an educational initiative typically bring different values to bear on the question of what a quality or successful initiative means. This poses a challenge of balancing and prioritizing between differing values when specifying criteria
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Are schools becoming more unequal? Insights from exploratory data mining of international large-scale assessment, TIMSS 2003-2019 Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-01-29 Farhan Ali, Yook Kit Ow-Yeong, Jacqueline L. Tilley
The aim of this study was to examine how achievement varied within and between schools at different grade levels, and long-term trends in variation within and across multiple countries. We used science achievement data from five cycles of Trends in International Mathematics and Science Study (TIMSS) from 2003 to 2019 involving 10 countries from Asia, Europe, and the United States. Employing exploratory
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An escape room game-based innovation for the assessment of physiotherapy students: A qualitative study Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-01-26 Jesús Martínez-Cal, Irene Sandoval-Hernández, Carmen Ropero-Padilla, Miguel Rodriguez-Arrastia, Manuel González-Sánchez, Guadalupe Molina-Torres
Background Classic assessment methods present negative emotional alterations for students, such as stress, anxiety, fear and nervousness; these could be solved by applying the Escape Room, which is a promising tool where students experience positive emotions that are critical to learning. Aim To explore the experiences and perceptions of physiotherapy students regarding the use of an Escape Room game-based
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The influence mechanism of the parent-child relationship on adolescent academic performance: The serial mediating effect of parental expectations and self-expectations Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-01-12 Wenjing Wang
Much attention has been paid to the relationship between parent-child relationships and adolescent academic performance, especially the mediating role of subjective educational expectations of parents and children. However, most of the research is a single study on parents' or children's educational expectations, and there is a lack of overall research on the independent components and combined effects
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Investigating differential item functioning across interaction variables in listening comprehension assessment Studies in Educational Evaluation (IF 2.704) Pub Date : 2024-01-09 Vahid Aryadoust, Shangchao Min, Xueliang Chen
Differential item functioning (DIF) analysis is essential to ensuring the equity of measurement for different subgroups at the item level and is an integral part of validity. However, existing DIF research often overlooks within-group heterogeneity, commonly assuming that test takers from different subgroups comprise a homogeneous population. This study investigated DIF across gender, academic background
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Political trust among European youth: Evaluating multi-dimensionality and cross-national measurement comparability Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-12-26 Linde Stals, Maria Magdalena Isac, Ellen Claes
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
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The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-12-14 Soeharto Soeharto, Martono Martono, Hairida Hairida, Aigul Akhmetova, Fitria Arifiyanti, Csapó Benő, Charalambous Charalambos
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
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The relationship between teachers’ and principals’ use of results from nationwide achievement tests: The mediating role of teacher attitudes and data use culture Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-12-08 Patrick Hawlitschek, Sofie Henschel, Dirk Richter, Petra Stanat
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’
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Editorial Board Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-11-25
Abstract not available
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Predicting reading comprehension performance based on student characteristics and item properties Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-10-18 Mehrdad Yousefpoori-Naeim, Okan Bulut, Bin Tan
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
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Enhancing learning-oriented assessment through co-teaching in higher education Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-10-10 Alfonso López-Hernández, Lyndsay R. Buckingham, Birgit Strotmann
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
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Exploring the relationship between educational ICT resources, student engagement, and academic performance: A multilevel structural equation analysis based on PISA 2018 data Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-10-05 Yajing Wang, Yashuang Wang
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
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Evaluating boundary-crossing collaboration in research-practice partnerships in teacher education: Empirical insights on co-construction, motivation, satisfaction, trust, and competence enhancement Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-09-30 Sandra Fischer-Schöneborn, Timo Ehmke
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
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Student rating consistency in online peer assessment from the perspectives of individual and class Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-09-18 Chi-Cheng Chang, Ju-Shih Tseng
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
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The role of reference frames in learners’ internal feedback generation with a learning analytics dashboard Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-09-12 Lars de Vreugd, Renée Jansen, Anouschka van Leeuwen, Marieke van der Schaaf
Being able to self-regulate can positively impact learners’ academic achievement. An inherent catalyst of Self-Regulated Learning (SRL) is internal feedback, the new knowledge which is generated when comparing current knowledge against reference information. Learners may not always generate internal feedback, hampering further SRL. Supporting SRL can be done with a Learning Analytics Dashboard (LAD)
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Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-09-07 E. Byl, K.J. Topping
Many studies show cognitive gains from peer feedback. However, no previous study has explored reciprocal and nonreciprocal peer tutoring and mentoring, with associated implications for peer feedback. University students (n = 446) completed an online questionnaire at the end of their first year. Participants numbered 166 (37 %), while comparison non-participants numbered 280. The questionnaire investigated
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An inclusive school for computer science: Evaluating early impact with propensity score matching Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-08-17 Amy Corning, Michael D. Broda, Brandon-Lee Lucas, Jonathan D. Becker, Christine Lee Bae
Inclusive STEM high schools are designed to address racial, gender, and socioeconomic disparities in access to high-quality STEM education. Our study focuses on an inclusive, computer-science-themed, regional high school in Virginia, which admits students via a weighted random lottery. Using a quasi-experimental design, we analyzed a restricted-use, longitudinal dataset to compare outcomes for admitted
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Exploring the relationship between extramural English, self-efficacy, gender, and learning outcomes: A mixed-methods study in a Norwegian upper-secondary school Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-08-11 Alison Jones Rød, Raees Calafato
This article reports on a mixed-methods study regarding the extent to which the extramural English (EE), external attributions, self-efficacy (concerning EFL reading, speaking, writing, and listening skills), and gender of 42 students, learning English as a foreign language (EFL) in a Norwegian upper-secondary school, predicted their EFL learning outcomes. Data on participants’ EE (receptive and productive)
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Editorial Board Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-08-09
Abstract not available
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Evaluating student engagement and experiential learning in global classrooms: A qualitative case study Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-07-26 Selina Mae Quibrantar, Obidimma Ezezika
The global classroom is an emerging technology-based pedagogy used internationally by educational institutions. To evaluate a global classroom, we conducted a qualitative study using written reflections and semi-structured interviews of global classroom participants, based on two theoretical frameworks: Kearsley and Shneiderman’s engagement theory and Kolb’s experiential learning theory. We analyzed
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Assessing students’ intercultural competence: Construction and psychometric evaluation of a brief measure Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-07-13
Intercultural competence has been placed increasing attention in globalized educational systems. The study presents a series of qualitative and quantitative investigations to construct and validate scores on a brief self-report measure assessing intercultural competence of university students. Following a comprehensive literature search and qualitative expert reviews in the scale construction process
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Students’ age and noncognitive traits predict writing self-efficacy and motivation Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-07-10 Kit W. Cho
The present study explored the relations of students’ age and noncognitive traits (grit, growth mindset, and college self-efficacy) on writing self-efficacy and writing motivation. Participants (N = 457) wrote a short reflection in response to a quote, after which they evaluated similar responses, purportedly written by their peers, that were either exemplary or poor. Participants who read the exemplary
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Building the field’s knowledge of teaching and learning: Centering the socio-cultural contexts of observation systems to ensure valid score interpretation Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-07-07 Courtney A. Bell, Drew H. Gitomer
The articles in a special issue of this journal, Merits and Limitations of Researching Teaching Quality More Synergistically, grapple with the assertion that the field does not share a common language or structural decomposition of teaching and that the current range of frameworks and observation systems used by researchers jeopardizes the accumulation of knowledge in the field. We analyze these arguments
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Is class worth their time? College student perspectives on class structure and attendance Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-06-29 Laura E. McClelland, Kimberly F. Case
While prior studies have primarily relied upon quantitative methods to understand student attendance, the goal of this study was to extend prior research by utilizing qualitative data to gain additional insight into college students’ perceptions of class attendance. Data from five focus groups with undergraduate students revealed four primary themes impacting attendance: (1) students’ use of time,
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Research on the construction and application of teacher-student interaction evaluation system for smart classroom in the post COVID-19 Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-06-30 Xundiao Ma, Yueguang Xie, Hanxi Wang
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The ecology of language teacher assessment literacy: Insights from emotional critical incidents Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-06-28 Mostafa Nazari, Sedigheh Karimpour, Mohammadali Ranjbar
Despite the substantial growth of research on language assessment literacy (LAL), the emotional side of LAL has been under-researched. In response to this gap of knowledge, the present study explored Iranian English language teachers’ LAL through the lens of emotional critical incidents (CIs). Drawing on an ecological lens as embedded in a case-study design, data were collected from narrative frames
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Discrimination in grading: A scoping review of studies on teachers’ discrimination in school Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-06-27 Giulietta Zanga, Elena De Gioannis
Studies on teachers’ grading suggest that school grades depend not only on students’ performance but also on teachers’ bias toward specific social categories. Numerous studies tested the existence of discrimination in grading using different strategies and focusing on multiple students’ characteristics. This study aims to summarise those studies by identifying (1) the methodologies used, (2) the characteristics
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Validity evidence for the Experiences of Teaching and Learning Questionnaire (ETLQ) in evaluations of quality learning: A systematic critical literature review Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-06-19 Lotte O’Neill, Henrik Hein Lauridsen, Lasse Østengaard, Ane Qvortrup
The use of the Experiences of Teaching & Learning Questionnaire (ETLQ) for the evaluation of learning quality in higher education has been expanding during the last decade, thus a review of the instrument’s validity evidence is warranted. The design of the study was a systematic critical literature review. We evaluated the strength of the validity evidence of 17 included studies with a quality appraisal
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Learning about racism: A week-by-week qualitative exploration of two white Dutch primary student teachers’ emotional responses during a Critical Race Theory based course Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-06-16 Inti M. Soeterik, Fadie Hanna, Tugba Öztemir
This qualitative study explored emotional responses of two white Dutch student teachers during a Critical Race Theory (CRT) based course. Following Plutchik's (2001) classification of 32 emotions, the analysis of their weekly diaries resulted in the identification of 16 emotions. In both diaries similar emotional responses were identified. However, the analysis did not reveal a straightforward path
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Online peer-assessment quality control: A proactive measure, validation study, and sensitivity analysis Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-06-14 Fu-Yun Yu, Yu-Hsin Liu, Kristine Liu
Despite the generally positive learning effects of peer-assessment (PA), there are some undesirable signs and troublesome behavior needed to be addressed (e.g., biased judgments, superficial-level engagement). Anchoring on the concept of individual accountability and assessment validity, while attending to other important elements (including both subjective and objective criteria, individuals’ differentiation
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Sustaining data use professional learning communities in schools: The role of leadership practices Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-06-13 S.N. van den Boom-Muilenburg, C.L. Poortman, K. Schildkamp, S. de Vries, K. van Veen
Sustaining professional learning communities (PLCs) focused on data use is a challenge for schools. Sustainability is achieved by making the PLC’s core components evident in schools’ organizational routines. Leadership can support sustainability according to literature, but it is unclear what leadership for sustainability looks like in practice. We therefore investigated what sustainable data use PLCs
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Investigating the use of the National Assessment Program – Literacy and Numeracy (NAPLAN) test results Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-06-07 Seyum Getenet, Hailu Getnet
The National Assessment Program – Literacy and Numeracy (NAPLAN) is a nationwide testing program for literacy and numeracy in Australia. Several studies explored and used NAPLAN numeracy test results as a source of valuable data and a potential means to improve education. This paper presents a systematic literature review to investigate the use of NAPLAN numeracy test results in those peer-reviewed
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Course quality in higher education teacher training: What matters for pre-service physics teachers’ content knowledge development? Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-05-26 Dustin Schiering, Stefan Sorge, Steffen Tröbst, Knut Neumann
This study examines the impact of course quality on pre-service physics teachers’ content knowledge (CK) development. Teachers’ CK is one prerequisite to effective teaching. To support teachers in developing CK, the quality of higher education content courses plays a major role. Yet, models of course quality for higher education vary in their dimensions and it is hence not clear how course quality
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The validity of student ratings of teaching quality: Factorial structure, comparability, and the relation to achievement Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-05-23 Bas Senden, Trude Nilsen, Nani Teig
Student ratings are widely used to assess teaching quality in primary and secondary education. This necessitates a thorough examination their validity and reliability in such contexts. To this end, we present validity evidence for using student ratings of teaching quality based on their factorial structure, comparability across grades and subjects, and relation to achievement. Based on data from the
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Teacher feedback vs. annotated exemplars: Examining the effects on middle school students’ writing performance Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-05-18 Ligia Tomazin, Anastasiya A. Lipnevich, Carolina Lopera-Oquendo
The current study investigated students’ improvement on a writing task following the use of annotated exemplars, teacher comments, and the combination of both approaches. A sample of 94 middle school students (age M = 12.42, SD = 0.96) from a private school in Brazil was randomly assigned to one of three feedback conditions: annotated exemplars, teacher comments, and both annotated exemplars and teacher
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Measurement properties as a possible cause of digital device effects on a standardized assessment of learning Studies in Educational Evaluation (IF 2.704) Pub Date : 2023-05-03 Leslie Rutkowski, David Rutkowski, Dubravka Svetina Valdivia, Stephanie Underhill, Yusuf Canbolat
Recent research found a substantial effect of digital device type on a computerized, standardized assessment of learning. Findings were consistent across grade and content domain. To investigate the source of these differences, the current research probed whether measurement differences or, equivalently, test bias due to device type could explain achievement or proficiency differences. We used 2018–2019