Showing papers in "Studies in Educational Evaluation in 2020"

TL;DR: In this article, a semi-structured interview was used to gather data from primary school teachers about the challenges and prospects of utilizing VR and AR technologies in teaching science subjects and a set of evidence and recommendations on AR and VR utilization for teaching science were provided.

TL;DR: In this article, the authors proposed HEISQUAL, a more comprehensive instrument for measuring service quality (SQ) exclusively in higher education institutions (HEIs), which covers the operational as well as technical aspects of SQ by following a holistic approach.

TL;DR: In this paper, the authors investigated the effects of peer assessment on learner autonomy (LA) in a college English writing class and found that peer assessment significantly reduced learners' dependence on the teacher and boosted the students' confidence in learning ability.

TL;DR: The Teacher Identity Measurement Scale (TIMS) as discussed by the authors was designed and validated for assessing primary student teachers' professional identity based on identity theory and a systematic review into quantitative instruments of teacher identity, teacher identity was decomposed in four first-order constructs: motivation, self-image, selfefficacy, and task perception.

TL;DR: The suitability of using decision trees in data originating from large-scale assessments is analyzed, and the obtained factors associated with school effectiveness are examined.

TL;DR: In this article, the authors used three factors in their study: the first includes item-sets monitoring system-, action-related and effectiveness knowledge; the second examined the Two Major Environmental Value model (2-MEV); and the third analyzed General Ecological Behaviour (GEB) via an established behaviour scale.

TL;DR: In this paper, the authors investigated the impact of teaching factors on students' cognitive and metacognitive achievement in mathematics and found that all teaching factors of the dynamic model of educational effectiveness were associated with mathematics achievement, but only four factors (modeling, assessment, questioning, and dealing with misbehavior) are associated with two aspects of metacognition (i.e. prediction and evaluation).

TL;DR: In this article, Wu et al. investigated the use of self-regulated learning (SRL) writing strategies by primary school students in English as a second language (L2) writing.

TL;DR: This article investigated the extent to which university teachers' beliefs about classroom writing assessment are congruent with their self-perceived practices in English-as-a-foreign-language (EFL) contexts, and what factors contribute to belief-practice inconsistencies.

TL;DR: The authors examined the perceptions of school administrators and teachers in a large, suburban, public school district regarding their district's new teacher evaluation system and found that participants were concerned about the standards by which they defined and measured the effectiveness of the evaluation system.

TL;DR: Wang et al. as discussed by the authors examined the effects of three aspects of school organizational conditions (i.e., learning-centered leadership, learning opportunities, and cultural barriers) on teacher professional learning, with a particular focus on the mediating role of teacher self-efficacy as an important psychological condition.

TL;DR: This paper examined lower-secondary teachers' beliefs about feedback practice as related to beliefs about student self-regulation, selfefficacy, and language skills while teaching English as a foreign language.

TL;DR: In this paper, the authors provide an integrative review of interventions to prevent truancy and find that truant students benefit in particular from interventions that are derived from the school bonding perspective.

TL;DR: In this article, the authors evaluated machine scores and human scores with regard to potential construct-irrelevant variance (CIV) and found that the machine is less sensitive than the human raters to the task scenarios.

TL;DR: The authors argue that progress can be made in this respect by fostering focused discussions and collaborations among scholars working on teaching quality, and outline a format for collaboration which brings developers together to discuss and reflect upon their work and present a model which can provide a platform for such focused discussions.

TL;DR: This paper examined the effects of adding collaborative modeling of text structure as an additional component of self-regulated strategy development for elementary school 6th-grade students learning English as a second language (ESL).

TL;DR: In this paper, a Norwegian validation study of a widely used instrument to measure students' approaches to learning, namely, Bigg's revised two-factor study process questionnaire (R-SPQ-2F), is presented.

TL;DR: In this article, a study validates an instrument to measure teachers' reasoning with regard to positive teacher-student interactions (PTSI) and differentiated instruction (DI) using explorative and confirmatory factor analyses.

TL;DR: In this article, the authors summarized research on school inspection of the last 30 years to provide an estimation of its effectiveness and to identify factors influencing inspection effectiveness, including accountability pressure and the perceived quality of the inspection.

TL;DR: Wang et al. as discussed by the authors examined the effect of regular visits to a children's museum and other education environmental factors on young children's creativity measured by Torrance's Thinking Creatively in Action and Movement (TCAM) test.

TL;DR: In this article, the authors examined Q methodology as an empirical approach for use in teacher evaluation research, specifically research examining evaluative measures as applied to teachers of students with disabilities, and provided a description of a study that used Q to determine common viewpoints of the salient features of special education teachers' instructional practices.

TL;DR: In this paper, a review analyzes how teacher feedback facilitates and supports the formation of self-perception made visible in students' reflective writing, and five themes indicate contexts when feedback might lead to students reflecting through writing on a self perception.

TL;DR: Wang et al. as discussed by the authors developed the Global Competence Scale for graduate students (GCSG) based on a three-dimensional theoretical framework (knowledge, skills, and attitudes), and administered the GCSG to Chinese graduate students sampled from five universities in Beijing.

TL;DR: In this paper, an undergraduate research methods course designed to improve STEM majors' capacity for delivering inquiry-based mathematics and science lesson is studied. But it is unclear whether those who experienced inquiry in their college introductory discipline courses will be able to utilize the pedagogy in teaching secondary content.

TL;DR: This paper examined the role of perfectionism in second/foreign language (L2) learning context and found that adaptive perfectionism was directly related to positive emotions, while the opposite pattern was found for maladaptive perfectionism.

TL;DR: In this article, the authors examined the changes in the motivation and academic achievement levels of 4th-grade students in primary school through using the flipped classroom and cooperative learning methods both together and separately.

TL;DR: In this article, the authors examined a linkage between the international mathematics scale of the Programme for International Student Assessment (PISA 2012) and the mathematics assessment taken from the German National Educational Panel Study (NEPS).

TL;DR: The authors explored how a teacher directed himself in implementing assessment for learning (AfL) among his students in a constrained context (i.e., a lack of institutional support in offering effective teacher education programs).

TL;DR: This article explored the structural relationship between learners' perceptions of a test, learning practices, and learning outcomes via structural equation modeling and found that learners perceptions of test validity, impact, and importance affected their learning practices in different ways and to different degrees.

TL;DR: In this article, the authors describe a reflective perspective process that focuses on actions, events, thoughts, dilemmas and feelings of the participants that emerged from the researcher's reflective journal, which helped monitor the complex process of the partnership that bridges the gap between the academic and field cultures.