样式: 排序: IF: - GO 导出 标记为已读
-
Examining pre-service teachers’ feedback on low- and high-quality written assignments Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2024-04-16 Ignacio Máñez, Anastasiya A. Lipnevich, Carolina Lopera-Oquendo, Raquel Cerdán
Assessing student writing assignments and providing effective feedback are a complex pedagogical skill teacher candidates need to master. Scarce literature has closely examined the type of feedback that pre-service high-school teachers spontaneously deliver when assessing student writings, which is the main goal of our study. In a sample of 255 high school teacher candidates, we examined the type of
-
Legitimising capital: parent organisations and their resistance to testing in England Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2024-03-06
-
Signal, error, or bias? exploring the uses of scores from observation systems Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2024-01-30 Mark White, Kirsti Klette
-
Key stakeholder voices: Investigating student perceptions of teachers’ use of assessment for learning Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2024-01-15 Christel H. D. Wolterinck-Broekhuis, Cindy L. Poortman, Kim Schildkamp, Adrie J. Visscher
Many schools aim to implement Assessment for Learning (AfL) to stimulate students to take more ownership of their learning and develop self-regulatory skills. This survey-based study is among the few in the field showing how students experience the extent of implementation of AfL, here in English language and mathematics classes in 12 Dutch secondary schools. Analysis showed no differences between
-
Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2024-01-12 Christin Lucksnat, Eric Richter, Sofie Henschel, Lars Hoffmann, Stefan Schipolowski, Dirk Richter
The present study investigates whether alternatively and traditionally certified teachers differ in their teaching quality. We conducted doubly latent multilevel analysis using a large-scale dataset with student ratings on the quality of instruction provided by 1550 traditionally and 135 alternatively certified secondary school mathematics teachers in Germany. Findings show no evidence of differences
-
Re-contextualization of school quality assessment policies: an ethnography approach to SIMCE on Chilean disadvantaged schools Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-12-28
Abstract Accountability policies through standardized testing are widespread in diverse educational systems. Based on an ethnographic research study, we sought to understand how a learning assessment policy, used for over three decades in primary and lower secondary education, is lived and interpreted in daily school life in Chile. This article analyzes how learning assessment policies are re-contextualized
-
Bias risks in ILSA related to non-participation: evidence from a longitudinal large-scale survey in Germany (PISA Plus) Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-12-06 Sabine Meinck, Jörg-Henrik Heine, Julia Mang, Gabriel Nagy
-
Teachers gaming the system: exploring opportunistic behaviours in a low-stakes accountability system Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-12-06 Gerard Ferrer-Esteban, Marcel Pagès
-
Principals’ attitudes towards on-site school evaluations: contribution to sustained school reform Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-11-22 Pablo Bezem
Test-based accountability offers schools limited guidance on informing sustained reforms, whereas on-site school evaluations provide broader and more nuanced evidence. In order to transform inspection feedback into long-term reforms, school leaders’ attitudes towards these evaluations are critical. Relying on organizational change theory, this study examines principals’ beliefs regarding school inspection
-
Grade retention in Spain: the right way? Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-10-23 Luis Alejandro Lopez-Agudo, Claudia Prieto Latorre, Oscar David Marcenaro-Gutierrez
There is a wide debate on the convenience of grade retention for students’ future cognitive development. Nevertheless, due to the endogenous characteristics of grade retention to explain students’ academic performance, most of the literature fails in capturing its actual influence. In the present research, we intend to get as close as possible to the causal effect of grade retention on lower secondary
-
Implementing school-based assessment reforms to enhance student learning: a systematic review Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-10-18 Cherry Zin Oo, Dennis Alonzo, Ria Asih, Giovanni Pelobillo, Rex Lim, Nang Mo Hline San, Sue O’Neill
-
Accountability in the evaluation of teacher effectiveness: views of teachers and administrators Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-10-12 Xumei Fan
Student learning outcomes have been used to measure a teacher’s accountability for student learning in the evaluation of teacher effectiveness. This study employed a survey research design and investigated the views of teachers and administrators regarding using student learning objectives (SLOs) and classroom observations in the evaluation of teacher effectiveness in one southeastern state in the
-
School closure policies and student reading achievement: evidence across countries Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-09-30 Alec I. Kennedy, Rolf Strietholt
-
Exclusion rates from international large-scale assessments: an analysis of 20 years of IEA data Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-09-21 Umut Atasever, John Jerrim, Sabine Tieck
-
Gender differences in item nonresponse in the PISA 2018 student questionnaire Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-08-24 Kseniia Marcq, Johan Braeken
-
Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-06-28 Silje Kristin Gloppen
-
Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-06-21 Melchor Sánchez-Mendiola, Abigail P. Manzano-Patiño, Manuel García-Minjares, Enrique Buzo Casanova, Careli J. Herrera Penilla, Katyna Goytia-Rodríguez, Adrián Martínez-González
-
A Florida Teacher Wrongfully Terminated? Alleged (Mis)Uses of Value-Added Model (VAM) Estimates for High-Stakes Teacher Evaluation Decisions Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-06-14 Audrey Amrein-Beardsley
Until recently, legal challenges to using value-added models (VAMs) throughout the United States (US) for high-stakes teacher evaluative decisions (e.g., merit pay, tenure, and termination) were unsuccessful, especially in the state of Florida. Hence, prior and still, multiple teachers throughout Florida have been terminated or involuntarily transferred out of their teaching positions. One Florida
-
Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-06-09 Jelena Veletić, Heather E. Price, Rolf Vegar Olsen
-
Validation and invariance of the Conceptions of Assessment-III Abridged (COA-IIIA) among pre-service and in-service teachers in the United States Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-04-17 Todd D. Reeves, Yasemin Onder, Chris Kraner
-
One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-02-24 Christopher M. Dudek, Linda A. Reddy, Ryan J. Kettler
The present study examined the concurrent validity between two different classroom observational assessments, the Danielson Framework for Teaching (FFT: Danielson 2013) and the Classroom Strategies Assessment System (CSAS; Reddy & Dudek 2014). Twenty-four administrators from 8 high-poverty charter schools conducted 324 annual teacher evaluations for 221 Kindergarten through 12th grade teachers across
-
School educators’ engagement with research: an Australian Rasch validation study Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-02-24 Joanne Gleeson, Blake Cutler, Mark Rickinson, Lucas Walsh, John Ehrich, Connie Cirkony, Mandy Salisbury
There are growing expectations in Australia and internationally that school educators will engage with and use research to improve their practice. In order to support educators to respond to such expectations, there is a need to be able to accurately assess the levels of educators’ research engagement. At present, however, few psychometrically sound instruments are available. Drawing on two studies
-
Swedish students’ everyday school life and teachers’ assessment dilemmas: peer strategies for ameliorating schoolwork for assessment Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2023-01-04 Charlotta Rönn, Daniel Pettersson
-
The representation of feedback literature in classroom observation frameworks: an exploratory study Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-12-10 Merle Ruelmann, Charalambos Y. Charalambous, Anna-Katharina Praetorius
-
Science teachers’ interactions with resources for formative assessment purposes Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-11-02 Ragnhild Lyngved Staberg, Maria Immaculata Maya Febri, Øistein Gjøvik, Svein Arne Sikko, Birgit Pepin
-
Cognitive mechanisms for the formation of public perception about national testing: A case of NAPLAN in Australia Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-09-05 Jihyun Lee, Jung-Sook Lee, Jodi Lawton
-
Teachers’ beliefs about assessment and accountability Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-08-17 Edit Tóth, Benő Csapó
-
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-07-02 Jennifer Luoto, Kirsti Klette, Marte Blikstad-Balas
-
Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-06-29 Andrew Coombs, Christopher DeLuca
-
Teachers’ professional knowledge for teaching early literacy: conceptualization, measurement, and validation Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-06-25 Johannes König, Petra Hanke, Nina Glutsch, Daniela Jäger-Biela, Thorsten Pohl, Michael Becker-Mrotzek, Alfred Schabmann, Tina Waschewski
-
Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-06-22 Mehmet Karakus, Matthew Courtney, Hasan Aydin
The present study explores the antecedents of first- and second-generation (1G and 2G) immigrant students’ academic performance using PISA 2018 data. The study draws on an international sample of 11,582 students from 534 schools in 20 countries and focuses on PISA schools that catered to a mix of 1G and 2G students. The study explores the role that student attributes, student-perceived peer and parental
-
The use of stakeholder voice through school self-evaluation in Turkish schools Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-05-30 Gul Kurum, Sakir Cinkir
-
Aligning teacher assessments and teacher learning through a teacher learning progression Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-05-31 Maria Veronica Santelices, Mark Wilson
-
Investigating the measurement of academic resilience in Aotearoa New Zealand using international large-scale assessment data Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-05-25 Georgia Rudd, Kane Meissel, Frauke Meyer
-
Theorising a contextual framework for moderation of internal assessment: development and opportunities Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-05-24 Anna H. Williams, Michael B. Johnston, Robin Averill
-
How sensitive are the evaluations of a school’s effectiveness to the selection of covariates in the applied value-added model? Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-05-23 Jessica Levy, Martin Brunner, Ulrich Keller, Antoine Fischbach
-
Empathy as a selection criterion for medical students: is a valid assessment possible during personal interviews? A mixed-methods study Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-05-20 Thomas Kötter, Johanna Christine Schulz, Nadine Janis Pohontsch
-
Representations of student performance data in local education policy Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-02-10 Tine Sophie Prøitz, Judit Novak, Sølvi Mausethagen
The use of data for governance purposes has been widely recognised as a way for national authorities to coordinate their activities across administrative levels and improve educational quality. This places the mid-central authority—in many countries the municipal level—in the midst of modern education governing. This article reports a case study analysis of the particular uses of performance data and
-
Data-driven approaches to education governance and their implications Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-02-01 Guri Skedsmo,Stephan Gerhard Huber
-
Correction to: An application of importance-performance analysis to students’ evaluation of teaching Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-02-01 Magdalena Cladera
-
Factors influencing the accuracy of Canada’s large-scale assessment data: Policies and practices of exclusion, absenteeism, and social promotion Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-01-27 Tess Miller, Yan (Lizzie) Yan
The purpose of this study was to examine patterns and factors influencing exclusion rates and achievement on large-scale assessments in Canada. Data analysis employed a case study to examine policies and practices of exclusion, absenteeism, and social promotion related to large-scale assessments at the international, national, and provincial levels. In addition, information was solicited from assessment
-
Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2022-01-17 Julie Vaisarova, Arthur J. Reynolds
Although research suggests that the use of child-initiated vs. teacher-directed instructional practices in early childhood education has implications for learning and development, the precise nature of these effects remains unclear. Using data from the Midwest Child-Parent Center (CPC) Expansion Project, the present study examined the possibility that a blend of child- and teacher-directed practices
-
Grade retention and school entry age in Spain: a structural problem Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-11-25 John Jerrim, Luis Alejandro Lopez-Agudo, Oscar David Marcenaro-Gutierrez
Grade retention has been the focus of the education debate in Spain for decades. On average, more than 30% of students have repeated at least one grade before they finish (or dropout from) their compulsory studies. The present research provides new evidence on this issue by investigating the influence of Spain’s school entry age upon students’ grade retention. Using data from 15-year-old students who
-
Getting in the flow: adolescent test-takers, motivation, and optimal performance Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-11-10 Marszalek, Jacob M.
The validity of inferences made with test results depends on meeting the assumptions of the test users, one of which is the presumption of optimal performance (i.e., test-takers are doing their best). Flow theory identifies the conditions under which optimal performance is achieved and can be used to inform test users about the degree to which optimal performance has been attained. This sequential
-
Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA) Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-11-08 Pisani, Lauren, Seiden, Jonathan, Wolf, Sharon
Early childhood care and education (ECCE) programs are an important mechanism for supporting foundational skill development and successful progression through later schooling. School readiness assessments that serve as reliable indicators of children’s later educational outcomes are most useful for education systems, but little is known about how well-existing assessments predict primary school performance
-
What does educational quality mean? Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-11-01 Guri Skedsmo,Stephan Gerhard Huber
-
A multidimensional adapted process model of teaching Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-10-22 Metsäpelto, Riitta-Leena, Poikkeus, Anna-Maija, Heikkilä, Mirva, Husu, Jukka, Laine, Anu, Lappalainen, Kristiina, Lähteenmäki, Marko, Mikkilä-Erdmann, Mirjamaija, Warinowski, Anu, Iiskala, Tuike, Hangelin, Sanna, Harmoinen, Sari, Holmström, Anni, Kyrö-Ämmälä, Outi, Lehesvuori, Sami, Mankki, Ville, Suvilehto, Pirjo
In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as a comprehensive teacher competence model. An expert panel that included representatives from seven units providing university-based initial teacher education in Finland carried out this process. To produce an active construction of a shared understanding and an
-
Numbers and their contexts: how quantified actors narrate numbers and decontextualization Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-08-24 Piattoeva, Nelli
The proliferation of standardized testing and administrative statistics in compulsory education is embedded in the rise to prominence of quantified accountability as a mechanism of education governance. Numbers work by stripping away the contexts of their production and the granular and ambiguous detail of the phenomena they claim to represent. The article re-examines qualitative interviews collected
-
An item response theory and Rasch analysis of the NUDKS: a data literacy scale Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-08-17 Trantham, Pamela S., Sikorski, Jonathon, de Ayala, R. J., Doll, Beth
There is an extensive need for school systems to reliably assess the data literacy and data use skills of their educators. To address this need, the current study seeks to refine the NU Data Knowledge Scale (NUDKS) for assessing teacher data literacy for classroom data. A data-based decision-making framework provides the theoretical underpinnings for the instrument. The study’s objective is to refine
-
“I am here for the students”: principals’ perception of accountability amid work intensification Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-08-02 Wang, Fei, Hauseman, Cameron, Pollock, Katina
Increasing job duties and responsibilities associated with the changing role of school principals have prompted even greater accountability. As a result, principals are faced with competing demands and expectations in various forms of accountability from multiple stakeholders. This study examines principals’ perception of accountability in the context of work intensification with a particular focus
-
Enacting accountabilities in education: exploring new policy contexts and theoretical elaborations Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-08-01 Antoni Verger,Guri Skedsmo
-
Performance-based accountability systems cross-nationally: learning by comparing Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-08-01 James P. Spillane
-
To resist, or to align? The enactment of data-based school governance in Italy Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-07-23 Paolo Landri
The diffusion of national standardized testing, large-scale survey assessments and the promotion of policies of self-evaluation are making large amounts of data on education systems available and transforming schools into collecting units for a notable range of educational, institutional and socioeconomic indicators. The datafication and related digital technologies for collecting, analysing, retrieving
-
Principals may inflate teacher evaluation scores to achieve important goals Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-07-13 Eli Jones, Christi Bergin, Bridget Murphy
A concerning attribute of teacher evaluations across countries is the systemic leniency of principals during classroom observations. However, little is known about the motivations behind this phenomenon. The purpose of this study is to explore the motivating factors behind principals’ leniency in an authentic teacher evaluation system. In this study, we apply an explanatory-sequential mixed-method
-
Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-06-30 Seyum Getenet, Kim Beswick
In this study, we examine children’s National Assessment Program—Literacy and Numeracy (NAPLAN) achievement predictors, which may enable or limit their numeracy performance and assess the relative importance of the predictor variables. Our data source was the NAPLAN numeracy results of Queensland schools from 2014 to 2017. Years 3 and 5 children’s NAPLAN numeracy scores were analysed using a hierarchical
-
Test-based accountability and perceived pressure in an autonomous education system: does school performance affect teacher experience? Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-06-21 Natalie Browes
Across the globe, education quality has become synonymous with student performance. The shift towards test-based accountability (TBA) has changed what is required of schools and what it means to be a ‘good teacher’. Different tools may trigger a performance orientation within schools, from administrative (such as the Inspectorate) to market (schools competing for students). It is logical to assume
-
Data, indicators, and feedback in education Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-05-01 Guri Skedsmo,Stephan Gerhard Huber
-
School accountability and teacher stress: international evidence from the OECD TALIS study Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-04-12 John Jerrim, Sam Sims
Accountability—the monitoring and use of student performance data to make judgements about school and teacher effectiveness—is increasing within school systems across the globe. In theory, by increasing accountability, the aims and incentives of governments, parents, school leaders and teachers become more closely aligned, potentially improving student achievement as a result. Yet, in practice, concerns
-
What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-04-06 Anastasiya A. Lipnevich, Ernesto Panadero, Kalina Gjicali, Juan Fraile
This study examined differences in the assessment criteria used by the USA and Spanish university instructors to assign course grades. The US sample included two hundred and fifty course syllabi (159 from universities and 91 from 4-year colleges) developed by randomly selected instructors from five academic disciplines (education, math, science, psychology, and English). Spanish data set included 175
-
Side effects and the enactment of accountability: results of a comparative study in two German federal states Educ. Asse. Eval. Acc. (IF 3.479) Pub Date : 2021-04-04 Corrie Thiel
The paper proposes to study side effects of accountability in education within the theoretical framework of enactment research. The potential value of this approach for the study of side effects is shown by using the example of the side effect “Dependency on Expert Judgements.” Therefore, findings from the research project “Unintended Effects of Accountability in the School System” (acronym “Nefo”)