Studies in Educational Evaluation

Article	Citations
Teacher support and academic engagement among EFL learners: The role of positive academic emotions	94
Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning	84
Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review	74
Misconceptions about data-based decision making in education: An exploration of the literature	69
HEISQUAL: A modern approach to measure service quality in higher education institutions	63
A case study of a formative assessment practice and the effects on students’ self-regulated learning	55
A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)	41
Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing	40
Creating a forum for researching teaching and its quality more synergistically	36
A measurement model of entrepreneurship education effectiveness based on methodological triangulation	36
When artificial intelligence meets educational leaders’ data-informed decision-making: A cautionary tale	35
Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process	33
Student – Feedback Interaction Model: Revised	27
A co-orientation analysis of teachers’ and students’ perceptions of online teaching and learning in Hong Kong higher education during the COVID-19 pandemic	27
Structural validity and invariance of the Feedback Perceptions Questionnaire	26
Teacher support, growth language mindset, and academic engagement: The mediating role of L2 grit	26
Measurement invariance of information, communication and technology (ICT) engagement and its relationship with student academic literacy: Evidence from PISA 2018	25
Evaluation of construct-irrelevant variance yielded by machine and human scoring of a science teacher PCK constructed response assessment	24
We agree on what we see: Teacher and student perceptions of formative assessment practice	24
Conceptualizing and exploring the quality of teaching using generic frameworks: A way forward	24
Using Opinion Mining as an educational analytic: An integrated strategy for the analysis of students’ feedback	24
Dimensionality and reliability of a screening instrument for students at-risk of dropping out from Higher Education	24
Impact of distributed leadership on teacher job satisfaction in China: The mediating roles of teacher autonomy and teacher collaboration	24
On the value of data-based decision making in education: The evidence from six intervention studies	23
How is a professional development programme related to the development of university teachers’ self-efficacy beliefs and teaching conceptions?	23

Evaluation of university teaching as sound performance appraisal	22
Creativity development in preschoolers: The effects of children’s museum visits and other education environment factors	20
Measuring graduate students’ global competence: Instrument development and an empirical study with a Chinese sample	20
Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior	19
Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK)	19
From fixing the work to improving the learner: An initial evaluation of a professional learning intervention using a new student-centred feedback model	18
Perceived university support and entrepreneurial intentions: Do different students benefit differently?	18
The effectiveness of the GoKoan e-learning platform in improving university students’ academic performance	17
The impact of the scoring system of a large-scale standardized EFL writing assessment on its score variability and reliability: Implications for assessment policy makers	17
The effects of an AWE-aided assessment approach on business English writing performance and writing anxiety: A contextual consideration	17
Evaluating peer feedback as a reliable and valid complementary aid to teacher feedback in EFL writing classrooms: A feedback giver perspective	17
Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality	17
Automatic evaluation of open-ended questions for online learning. A systematic mapping	17
Professional vision of inclusive classrooms: A validation of teachers’ reasoning on differentiated instruction and teacher-student interactions	17
Bachelor’s degree student dropouts: Who tend to stay and who tend to leave?	16
Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions	16
A continuum of data literacy for teaching	16
Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development	16
Learning processes and their mediating role between teaching quality and student achievement: A systematic review	15
A cross-cultural study of student self-efficacy profiles and the associated predictors and outcomes using a multigroup latent profile analysis	15
The dynamic relationship between response processes and self-regulation in critical thinking assessments	15
Explaining self-efficacy development in an authentic higher education learning context of role-play simulations	15
The effects of individual- and class-level achievement on attitudes towards mathematics: An analysis of Hong Kong students using TIMSS 2019	14
Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study	14
How to measure soft skills in the educational context: psychometric properties of the SKILLS-in-ONE questionnaire	14
Data-based individualization in mathematics to support middleschool teachers and their students with mathematics learning difficulty	14
The ecocentric and anthropocentric attitudes towards different environmental phenomena: A sample of Syrian refugee children	14
Academics’ beliefs towards holistic competency development and assessment: A case study in engineering education	14
Testing measurement invariance of PISA 2015 mathematics, science, and ICT scales using the alignment method	13
How do primary school English textbooks teach moral values? A critical discourse analysis	13
School bullying: Prevalence and variation in and between school systems in TIMSS 2015	13
Assessment literacy of college EFL teachers in China: Status quo and mediating factors	13
Analyzing the effects of mathematical discourse-based instruction on eleventh-grade students’ procedural and conceptual understanding of probability and statistics	13
Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science	13
The impact on student achievement of an assessment for learning teacher professional development program	13
Does inequality in opportunity perpetuate inequality in outcomes? International evidence from four TIMSS cycles	13
Toward a multidimensional conceptualization of motivation to transfer training: Validation of the transfer motivation questionnaire from a self-determination theory perspective using bifactor-ESEM	13
Data use for equity?: How data practices incite deficit thinking in schools	13
Capacity building to bridge data use and instructional improvement through evidence on student thinking	13
Exploring factors related with resilience in primary education: Evidence from European countries	12
To assess or not to assess holistic competencies – Student perspectives in Hong Kong	12
A systematic review of item response theory in language assessment: Implications for the dimensionality of language ability	12
Re-evaluation of the D21-digital-index assessment instrument for measuring higher-level digital competences	12
Students’ evaluation of academic courses: An exploratory analysis to an Italian case study	12
Online teaching during COVID-19 pandemic: A phenomenological study of university educators’ experiences and challenges	12
Supporting students’ generation of feedback in large-scale online course with artificial intelligence-enabled evaluation	11
Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology	11
Assessment and evaluation of simulation-based learning in higher education and professional training: An introduction	11
Students’ experiences of fairness in summative assessment: A study in a higher education context	11
Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities	11

The quality assurance of a national English writing assessment: Policy implications for quality improvement	11
Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education	11
The global rise of online chatting and its adverse effect on reading literacy	11
Bullying: Group differences of being victim and being bully and the influence of social relations	11
Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale	11
Formative peer assessment to enhance primary school pupils’ oral skills: Comparison of written feedback without discussion or oral feedback during a discussion	11
Comparing two constructs for describing and analyzing teachers’ diagnostic processes	11
Analysis of activities included in Saudi Arabian chemistry textbooks for the inclusion of argumentation-driven inquiry skills	10
Learning from reviewing peers’ concept maps in an inquiry context: Commenting or grading, which is better?	10
Preservice teachers’ attitudes, attributions, and stereotypes: Exploring the disadvantages of students from families with low socioeconomic status	10
Private supplementary tutoring expenditures and children’s learning outcomes: Gender and locational evidence from Ghana	10
The role of academic competences and learning processes in predicting Bachelor’s and Master’s thesis grades	10
An Expanded Ethical Decision-making Model to Resolve Ethical Dilemmas in Assessment	10
The long-term washback effects of the National Matriculation English Test on college English learning in China: Tertiary student perspectives	10
The intersection of school context and teachers’ data use practice: Implications for an integrated approach to capacity building	9
Research on the construction and application of teacher-student interaction evaluation system for smart classroom in the post COVID-19	9
Is ‘the more the better’? Investigating linear and nonlinear effects of school culture on teacher well-being and commitment to teaching across school size	9
Assessing teachers’ collaborative lesson planning practices: Instrument development and validation using the SECI knowledge-creation model	9
Teachers’ grading decisions and practices across cultures: Exploring the value, consistency, and construction of grades across Canadian and Chinese secondary schools	9
From classroom learning environments to self-regulation: The mediating role of task value	9
Developing a shared cluster construct of instructional leadership in TALIS	9
Ethics across the curriculum: Detecting and describing emergent trends in ethics education	9
Diagnosing English reading ability in Chinese senior high schools	9
The development of the relationship between professional identity tensions and teacher identity: A quantitative longitudinal study among Dutch primary student teachers	9
Teacher quality, self-efficacy, and quality teaching in Ethiopian primary schools: An integrated sociological and psychological perspective	9
The complexity of data-based decision making: An introduction to the special issue	9
The validity of student ratings of teaching quality: Factorial structure, comparability, and the relation to achievement	9
Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters	9
Knowledge acquisition and environmental values in a microplastic learning module: Does the learning environment matter?	8
“Chasing my supervisor all day long like a hungry child seeking her mother!”: Students’ perceptions of supervisory feedback	8
“Commenting on your work is a waste of time only!”: An appraisal-based study of evaluative language in supervisory feedback	8
Role of teacher-related factors and educational resources in science literacy: An international perspective	8
Collaboration and emotions during simulation-based learning in general management courses	8
Models and measures of learning outcomes for non-technical skills in simulation-based medical education: Findings from an integrated scoping review of research and content analysis of curricular learn	8
A comparative study of learning patterns of secondary school, high school and college students	8
Measuring personalized learning through the Lens of UDL: Development and content validation of a student self-report instrument	8
Mastering the artful practice of navigation: The situated endorsement of professional competence in post-simulation evaluations	8
Building world class universities through innovative teaching governance	8
Implementation of a collaborative data use model in a United States context	8
Assessing student learning during simulations in education: Methodological opportunities and challenges when applying a longitudinal case study design	8
Psychometric properties of the ProficiencyIn+E rubric: Self-evaluation of teaching skills	8
Do sports help students stay away from misbehavior, suspension, or dropout?	8
Sorting pupils into their next educational track: How strongly do teachers rely on data-based or intuitive processes when they make the transition decision?	8
Engagement, achievement, and teacher classroom practices in mathematics: Insights from TIMSS 2011 and PISA 2012	7
Measurement invariance of non-cognitive measures in TIMSS across countries and across time. An application and comparison of Multigroup Confirmatory Factor Analysis, Bayesian approximate measurement i	7
Development and validation of the empathy scale for teachers (EST)	7
Global virtual teams in education: Do peer assessments motivate student effort?	7
Measuring science capital, science attitudes, and science experiences in elementary and middle school students	7
Development and psychometric properties of rubrics for assessing social-emotional skills in youth	7
Research-practice partnerships “On the Ground”: Exploring partnership work in urban schools under pressure to improve	7
Integrating educational quality and educational equality into a model of mathematics performance	7
The relationship between growth in principal leadership and growth in school performance: The teacher perspective	7
The content aspect of validity in a rubric-based assessment system for course syllabuses	7
Bringing the conceptualization and measurement of teaching into alignment	7
English as a medium of instruction at a Chilean engineering school: Experiences in finance and industrial organization courses	7
The effects of internal feedback and self-compassion on the perception of negative feedback and post-feedback learning behavior	7
Evaluation of the mixed-mode teaching design upon students’ learning satisfaction and academic performance in an introductory economics course	7
Special educators’ knowledge of high-leverage practices: Construction of a pedagogical content knowledge measure	6
The influence of school type and perceived teaching style on students’ creativity	6
Learners’ perceptions and performance under peer versus teacher corrective feedback conditions	6
Affordances of narrative and numerical data: A social-semiotic approach to data use	6
Examining emic viewpoints on a pedagogical development program’s long-term effects using Q methodology	6
Using emotional intelligence in an EFL integrated writing assessment	6
‘X is the odd one out, because the other two are more about the farmland’ – Dutch L1 student teachers’ struggles to reason about grammar in odd one out tasks	6
Can students’ attitudes towards mathematics and science be compared across countries? Evidence from measurement invariance modeling in TIMSS 2019	6
A transdisciplinary evaluation framework for the assessment of integration in boundary-crossing collaborations in teacher education	6
Why increasing the number of raters only helps sometimes: Reliability and validity of peer assessment across tasks of different complexity	6
Dutch beginning teachers’ intrinsic orientation for the profession: Measurement and consistency during the first year	6
Validating the Research-Based Early Math Assessment (REMA) among rural children in Southwest United States	6
Effectiveness and perceived usefulness of follow-up classroom observations after school inspections in Northern Germany	6
A taxonomy of social embedding - A systematic review of virtual learning simulations in vocational and professional learning	6
An empirical study on cyber ostracism and students' discontinuous usage intention of social networking sites during the COVID-19 pandemic: A mediated and moderated model	6
Indirect effects of bullying on school mathematics achievement in Chile	6
Leveraging situated strategies in research–practice partnerships: Participatory dialogue in a Norwegian school	6
Mathematics teachers’ values about teaching mathematics	6
Teacher feedback vs. annotated exemplars: Examining the effects on middle school students’ writing performance	5
Measuring and exploring the structure of teachers’ educational beliefs	5
EAP teachers’ assessment literacy: From theory to practice	5
Parents’ beliefs about assessment: A conceptual framework and findings from Finnish basic education	5
Motivational components in TIMSS 2015 and their effects on engaging teaching practices and mathematics performance	5

Assessing value beliefs among university students: Validation of the Value Beliefs Questionnaire for University Students (VBQU)	5
Assessing students' self-efficacy for negotiating during a role-play simulation of political decision-making. Taking student characteristics and simulation features into account	5
Just showing is not enough: First-person-view-videos as a feedback tool in resuscitation simulation	5
Measuring children’s perceived cost of school science: Instrument development and psychometric evaluation	5
Bilingual education through a pluri-centric approach: A case study of the effects of simultaneously learning two languages on L1 and L2 reading and writing proficiency	5
Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement	5
The development and psychometric properties of an educational development impact questionnaire	5
Ask me, I (Dis)agree! Acquiescence in student ratings of teaching quality in German vocational schools	5
The effect of a middle grades STEM initiative on students’ cognitive and non-cognitive outcomes	5
The reliability, effectiveness, and benefits of peer assessment in college EFL speaking classrooms: Student and teacher perspectives	5
Examining factorial validity of the student–teacher relationship scale in the Iranian educational setting	5
The conundrum research-practice partnerships face with system variability	5
Building the field’s knowledge of teaching and learning: Centering the socio-cultural contexts of observation systems to ensure valid score interpretation	5
The relevance of school self-concept and creativity for CLIL outreach learning	5
Promoting car mechatronics apprentices' diagnostic strategy with modeling examples: Development and evaluation of a simulation-based learning environment	5
The bilateral benefits of providing and receiving peer feedback in academic writing across varying L2 proficiency	5
Furthering the argument for visually inclusive L2 academic listening tests: The role of content-rich videos	4
Comparing student science performance between hands-on and traditional item types: A many-facet Rasch analysis	4
Effects of rubric quality on marker variation in higher education	4
Processes and effects of test preparation for writing tasks in a high-stakes admission test in China: Implications for test takers	4
What’s in a score? Problematizing interpretations of observation scores	4
“I thought I was supposed to get an A in PE!” Successes and challenges of teachers and administrators implementing standards-based grading in physical education	4
Unpacking PIAAC’s cognitive skills measurements through engagement with Bloom’s taxonomy	4
Impact of sender and peer-feedback characteristics on performance, cognitive load, and mindful cognitive processing	4
An international comparison using Cognitive Diagnostic Assessment: Fourth graders’ diagnostic profile of reading skills on PIRLS 2016	4
The experience of teaching: Beyond teaching skills the case of the academy-class practice model	4
The role of reference frames in learners’ internal feedback generation with a learning analytics dashboard	4
Differentiating Research-Practice Partnerships: Affordances, Constraints, Criteria, and Strategies for Achieving Success	4
Understanding and supporting the use of feedback from mobile applications in the learning of vocabulary among young adolescent learners	4
Complementary assessment in teacher and school leadership training: Necessity, conceptualization and validation	4
Identifying administrators’ and faculty’s perspectives regarding CAEP accreditation in a College of Education: A Q methodology research	4
Biosphere 2 as an informal learning platform to assess motivation, fascination, and cognitive achievement for sustainability	4
Linkages between literary response, aesthetic competence, and literary competence in the EFL classroom	4
The 2 × 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes	4
Evaluating a pilot education-to-work program for adults with Down syndrome	4
The relationships between the growth mindset, writing feedback literacy, and feedback engagement of undergraduate students in L1 Chinese writing learning	4
Do organizational variables influence satisfaction with nursing student practices?	4
Identifying obstacles is not enough for everybody—Differential efficacy of an intervention fostering fifth graders’ comprehension for word problems	4
Short form of revised two-factor study process questionnaire: Development, validation, and cross-validation in two European countries	4
Relationships between learning motivations and practices as influenced by a high-stakes language test: The mechanism of washback on learning	4
Dynamics of change of academics’ teaching approaches: A latent profile transition analysis	4
Co-enrollment density predicts engineering students’ persistence and graduation: College networks and logistic regression analysis	4
Relationships between teacher education mechanisms and teacher practices, self-efficacy, and job satisfaction in the U.S.: An analysis of TALIS 2018	4
Teacher effectiveness and teacher growth from student ratings: An action research of school-based teacher evaluation	4
What learning is reported in social science classroom interventions? A scoping review of the literature	4