Studies in Educational Evaluation

Papers
(The median citation count of Studies in Educational Evaluation is 4. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-06-01 to 2025-06-01.)
ArticleCitations
Understanding the role of students’ reflections in their uptake of teacher written feedback134
Editorial Board102
Implementation processes of site-based management at schools in challenging circumstances in Germany: Principals’ and teachers’ perceptions of openness and consensus in target setting processes100
Development and validation of the Self-Regulated Translation Learning Strategy Scale (SRTLSS)92
Complementary assessment in teacher and school leadership training: Necessity, conceptualization and validation68
A cross-cultural study of student self-efficacy profiles and the associated predictors and outcomes using a multigroup latent profile analysis67
The global rise of online chatting and its adverse effect on reading literacy58
Use and impact of external evaluation feedback in schools46
Performance evaluation in teaching: Dissecting student evaluations in higher education42
The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis41
For squad-members only! Why some teachers are more popular to interact with than others in data use39
Mastering the artful practice of navigation: The situated endorsement of professional competence in post-simulation evaluations33
Evaluating boundary-crossing collaboration in research-practice partnerships in teacher education: Empirical insights on co-construction, motivation, satisfaction, trust, and competence enhancement32
Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring31
Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students30
Comparing the reliability of performance task scores obtained from rating scale and analytic rubric using the generalizability theory30
Learning about racism: A week-by-week qualitative exploration of two white Dutch primary student teachers’ emotional responses during a Critical Race Theory based course29
Indirect effects of bullying on school mathematics achievement in Chile29
Discrimination in grading: A scoping review of studies on teachers’ discrimination in school27
Perceived university support and entrepreneurial intentions: Do different students benefit differently?24
Private supplementary tutoring expenditures and children’s learning outcomes: Gender and locational evidence from Ghana23
Just showing is not enough: First-person-view-videos as a feedback tool in resuscitation simulation22
Assessment and evaluation of simulation-based learning in higher education and professional training: An introduction22
Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study22
From classroom learning environments to self-regulation: The mediating role of task value21
The reliability, effectiveness, and benefits of peer assessment in college EFL speaking classrooms: Student and teacher perspectives21
Editorial Board20
Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry20
Sentiment analysis of student feedback: A comparative study employing lexicon and machine learning techniques20
Differentiating Research-Practice Partnerships: Affordances, Constraints, Criteria, and Strategies for Achieving Success20
Evaluation of university teaching as sound performance appraisal20
Estimating teachers’ value-added effects using generalized persistence model19
An adapted 3P (precursor-process-product) framework for the development of holistic competencies – “Approach to develop” in out of classroom learning19
Instructional engagement and student learning outcomes: Direct and indirect effects based on country-specific contingencies19
Can less be more? Effects of study load on science achievement among Chinese eighth-grade students19
Perspectives on educational effectiveness in science and mathematics: The role of non-cognitive measures in TIMSS. Introduction to a special issue18
Data use for school self-evaluation – The process, factors, and leadership practices in Estonian schools18
Exploring the impact of student perceptions of Assessment for Learning on intrinsic motivation18
The effectiveness of the GoKoan e-learning platform in improving university students’ academic performance17
A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)17
Student rating consistency in online peer assessment from the perspectives of individual and class17
Research on the effect of mixed teaching strategies on students' ambidextrous innovation17
Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale17
Assessing value beliefs among university students: Validation of the Value Beliefs Questionnaire for University Students (VBQU)17
Course quality in higher education teacher training: What matters for pre-service physics teachers’ content knowledge development?16
The relationship between growth in principal leadership and growth in school performance: The teacher perspective16
The 2 × 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes16
Do learners learn from corrective peer feedback? Insights from students16
School bullying: Prevalence and variation in and between school systems in TIMSS 201516
Student – Feedback Interaction Model: Revised16
Graduate feedback on a teacher education program and school district support: An argument for a continuum of professional learning15
Investigating the use of the National Assessment Program – Literacy and Numeracy (NAPLAN) test results15
Sustaining data use professional learning communities in schools: The role of leadership practices15
Editorial Board15
Understanding changes in learner engagement with peer feedback giving in EFL writing: A longitudinal study15
Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology15
Global virtual teams in education: Do peer assessments motivate student effort?14
Stakeholders’ test perceptions on test reform14
Bias in student evaluations: Are my peers out to get me?14
Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science14
Toward a multidimensional conceptualization of motivation to transfer training: Validation of the transfer motivation questionnaire from a self-determination theory perspective using bifactor-ESEM14
Insights into beliefs on 11 + testing in Trinidad and Tobago through an interpretation/use argument13
Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success13
Dynamics of change of academics’ teaching approaches: A latent profile transition analysis13
Editorial Board13
“Was that interesting?” & “Does it matter?”: The implications of on-task learning experiences12
The complexity of data-based decision making: An introduction to the special issue12
Building world class universities through innovative teaching governance12
Preservice teachers’ pedagogical and psychological knowledge: Structure and learning opportunities12
Is class worth their time? College student perspectives on class structure and attendance12
Instructional tools and curricular structures to facilitate students’ self-assessment and generation of self-feedback11
Examining practicums within initial teacher education programs: Understanding the dimensions of professional development of pre-service teachers11
Impact of distributed leadership on teacher job satisfaction in China: The mediating roles of teacher autonomy and teacher collaboration11
Evaluating text quality: Teachers’ perceptions about pupils’ writing11
Online peer feedback training based on self-regulated learning in english as a foreign language writing: Perceived usefulness and students’ engagement11
Effects of multimedia on psychometric characteristics of cognitive tests: A comparison between technology-based and paper-based modalities11
The influence mechanism of the parent-child relationship on adolescent academic performance: The serial mediating effect of parental expectations and self-expectations11
Evaluating peer feedback as a reliable and valid complementary aid to teacher feedback in EFL writing classrooms: A feedback giver perspective11
The paradoxical relationship between students’ non-cognitive factors and mathematics & science achievement using TIMSS 2015 dataset11
Examining emic viewpoints on a pedagogical development program’s long-term effects using Q methodology10
Automatic evaluation of open-ended questions for online learning. A systematic mapping10
Examining the mindsets toward students’ writing competence and feedback-giving practices of Chinese university English writing teachers10
Research on the construction and application of teacher-student interaction evaluation system for smart classroom in the post COVID-1910
Teacher quality, self-efficacy, and quality teaching in Ethiopian primary schools: An integrated sociological and psychological perspective9
When artificial intelligence meets educational leaders’ data-informed decision-making: A cautionary tale9
Engagement, achievement, and teacher classroom practices in mathematics: Insights from TIMSS 2011 and PISA 20129
Examining principal instructional leadership effects on the rural-urban instructional quality gap in China: The mechanism of teacher professional learning9
Learners’ perceptions and performance under peer versus teacher corrective feedback conditions9
Measuring children’s perceived cost of school science: Instrument development and psychometric evaluation9
The effects of peer interaction on learning outcome of college students in digital environment—The chain-mediated role of attitude and self-efficacy9
The influence of self-assessment practices on online training for investigative interviewing skills9
Peer feedback in higher education: How students’ roles affect providing and receiving feedback9
National policy, school contexts, and individual characteristics: Which matters most for teachers’ participation in induction programs?9
Predicting reading comprehension performance based on student characteristics and item properties9
Comparing student science performance between hands-on and traditional item types: A many-facet Rasch analysis9
Classroom heterogeneity and assessment for learning: Evidence from 47 countries using TALIS 20188
An inclusive school for computer science: Evaluating early impact with propensity score matching8
A taxonomy of social embedding - A systematic review of virtual learning simulations in vocational and professional learning8
What learning is reported in social science classroom interventions? A scoping review of the literature8
Teacher feedback vs. annotated exemplars: Examining the effects on middle school students’ writing performance8
Predicting undergraduate student evaluations of teaching using probabilistic machine learning: The importance of motivational climate8
Exploring the relationship between extramural English, self-efficacy, gender, and learning outcomes: A mixed-methods study in a Norwegian upper-secondary school8
Estimating the dimensionality of learning: The model for decomposed change8
Teacher support, growth language mindset, and academic engagement: The mediating role of L2 grit8
A measurement model of entrepreneurship education effectiveness based on methodological triangulation8
Learning and teaching strategies as related to language arts in China: A heterogeneity study8
Measurement properties as a possible cause of digital device effects on a standardized assessment of learning8
Talking about teachers: Would sampling weight adjustments allow for teacher-centric inferences in future TIMSS assessments?8
The dynamic relationship between response processes and self-regulation in critical thinking assessments8
“Chasing my supervisor all day long like a hungry child seeking her mother!”: Students’ perceptions of supervisory feedback8
Unexpected gender differences in teacher ratings of academic skills and school track recommendations8
The relationship between teachers’ and principals’ use of results from nationwide achievement tests: The mediating role of teacher attitudes and data use culture8
Beyond the call of duty: Effects of school learning culture, teacher self-efficacy, and informal learning on organizational citizenship behavior8
The evaluation of students’ progression in lower secondary education in Brazil: Exploring the path for equity8
The relevance of school self-concept and creativity for CLIL outreach learning8
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 learn8
On the value of data-based decision making in education: The evidence from six intervention studies8
Special educators’ knowledge of high-leverage practices: Construction of a pedagogical content knowledge measure7
Interconnecting peer feedback literacy: Exploring the relationship between providing and acting on peer feedback7
Academics’ beliefs towards holistic competency development and assessment: A case study in engineering education7
Peer and instructor feedback on pre-service EFL teachers’ reflection types and levels in video-mediated microteaching7
University teachers as versatile masters: Evaluating the effectiveness of a professional development programme on student-centred teaching competencies7
A look into preservice teachers’ responses to students’ misbehavior: What roles do students’ gender and socioeconomic status play?7
What’s in a score? Problematizing interpretations of observation scores7
Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions7
Corrigendum to: “Building world class universities through innovative teaching governance” [Studies in Educational Evaluation Volume 70, (2021) 1–13/ 101031]7
Universities, socioeconomic standards and inclusion policies: Assessing the effects on the performance of Brazilian undergraduates7
Do children speaking indigenous and regional languages benefit equally from updated curricula? A report on a longitudinal quasi-experimental pilot study in Central Asia7
Furthering the argument for visually inclusive L2 academic listening tests: The role of content-rich videos6
The effects of Success for All in the Netherlands on the reading achievement of first-grade students at risk of reading problems6
Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review6
Longitudinal relations among perceived autonomy support, time management, completion, and achievement6
Monitoring learning-oriented school education: Indicator construction and their application6
Circumventing construct-irrelevant variance in international assessments using cognitive diagnostic modeling: A curriculum-sensitive measure6
Teaching quality and student achievement inequalities in low- and middle-income countries: A hierarchical linear model analysis6
Mathematical equivalence assessment: Measurement invariance across six countries6
Self-regulated learning: Validating a task-specific questionnaire for children in elementary school6
Collaboration and emotions during simulation-based learning in general management courses6
Exploring the dynamic self-assessment process of students across different competency groups6
Corrigendum to “The relevance of school self-concept and creativity for CLIL outreach learning” [Studies in Educational Evaluation 73 (2022) 1–12/101153]6
Measuring and exploring the structure of teachers’ educational beliefs6
Exploring factors contributing to feedback-seeking strategies in L2 writing: An extended cost-value framework6
Investigating differential item functioning across interaction variables in listening comprehension assessment6
Data-based individualization in mathematics to support middleschool teachers and their students with mathematics learning difficulty6
Evaluating technological interventions for developing teamwork competency in higher education: A systematic review and meta-ethnography6
Validation of the programmatic assessment survey for college students’ expectations and perceptions of the integrative studies curriculum6
Will generative AI replace teachers in higher education? A study of teacher and student perceptions5
Concurrent validity of scores from phone-based caregiver reports on early childhood development: Evidence from the Early Childhood Development Index 2030 implementation in Nepal5
Editorial Board5
Understanding teacher professional development needs in Taiwan: Stages of teaching skills based on the dynamic model of educational effectiveness5
School conditions and principal practices promoting instructional data use in high-stakes accountability systems5
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 i5
An empirical study on cyber ostracism and students' discontinuous usage intention of social networking sites during the COVID-19 pandemic: A mediated and moderated model5
Editorial Board5
Measuring science capital, science attitudes, and science experiences in elementary and middle school students5
How are pre-service physical education teachers’ perceptions of educator-created (dis)empowering climates associated with their motivational processes and teaching intention?5
An international comparison using Cognitive Diagnostic Assessment: Fourth graders’ diagnostic profile of reading skills on PIRLS 20165
Editorial Board5
The influence of authentic leadership on teacher performance in Guiyang public primary schools5
Editorial Board5
Editorial Board5
The bilateral benefits of providing and receiving peer feedback in academic writing across varying L2 proficiency5
Eight years after the 3-3-4 curriculum reform: The current state of undergraduates’ holistic competency development in Hong Kong5
Evaluating a pilot education-to-work program for adults with Down syndrome5
Bachelor’s degree student dropouts: Who tend to stay and who tend to leave?5
Mathematics teachers’ assessment of mathematical understanding4
Building an explanatory framework for co-workers’ responses to teacher underperformance4
How to measure soft skills in the educational context: psychometric properties of the SKILLS-in-ONE questionnaire4
Implementation of a collaborative data use model in a United States context4
Self-regulated learning in secondary school: Students’ self-feedback in a peer observation programme4
Did the quality of internet services and related class structures affect educational achievement in Poland during COVID-19?4
Is it possible to redress noninstructional biases in student evaluation of teaching surveys? Quantitative analysis in accounting and finance courses4
Can students be more engaged and confident? A multiple membership multilevel analysis of science engagement and confidence and their effects on science achievement in East Asia4
Learning together through collaborative writing: The power of peer feedback and discussion in doctoral writing groups4
Do students’ beliefs and orientations toward peer feedback predict peer feedback quality and perceptions?4
Assessing students' self-efficacy for negotiating during a role-play simulation of political decision-making. Taking student characteristics and simulation features into account4
Motivational components in TIMSS 2015 and their effects on engaging teaching practices and mathematics performance4
Data use for equity?: How data practices incite deficit thinking in schools4
Introducing the 3P conceptual model of internal quality assurance in higher education: A systematic literature review4
Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters4
Adapting early childhood education interventions to contexts: Lessons and challenges of using different evaluation designs4
Motivation towards mathematics from 1980 to 2015: Exploring the feasibility of trend scaling4
Teaching quality and student reading outcomes: Evidence from a longitudinal study from grade 5 to 74
Are schools becoming more unequal? Insights from exploratory data mining of international large-scale assessment, TIMSS 2003-20194
Weakening achievement gap and strengthening school renewal: A multivariate multilevel approach incorporating changes among both students and teachers4
Perceived formative assessment practices in homework and creativity competence: The mediating effects of self-confidence in learning and intrinsic motivation4
Conceptualizing and exploring the quality of teaching using generic frameworks: A way forward4
Editorial Board4
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