Studies in Educational Evaluation

Article	Citations
Understanding the role of students’ reflections in their uptake of teacher written feedback	142
Editorial Board	108
The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis	103
Complementary assessment in teacher and school leadership training: Necessity, conceptualization and validation	70
Implementation processes of site-based management at schools in challenging circumstances in Germany: Principals’ and teachers’ perceptions of openness and consensus in target setting processes	63
Development and validation of the Self-Regulated Translation Learning Strategy Scale (SRTLSS)	49
The global rise of online chatting and its adverse effect on reading literacy	41
Performance evaluation in teaching: Dissecting student evaluations in higher education	39
A cross-cultural study of student self-efficacy profiles and the associated predictors and outcomes using a multigroup latent profile analysis	37
Use and impact of external evaluation feedback in schools	33
Mastering the artful practice of navigation: The situated endorsement of professional competence in post-simulation evaluations	32
Comparing the reliability of performance task scores obtained from rating scale and analytic rubric using the generalizability theory	32
Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring	32
Indirect effects of bullying on school mathematics achievement in Chile	29
Private supplementary tutoring expenditures and children’s learning outcomes: Gender and locational evidence from Ghana	29
Evaluating boundary-crossing collaboration in research-practice partnerships in teacher education: Empirical insights on co-construction, motivation, satisfaction, trust, and competence enhancement	24
Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students	23
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	23
Assessment and evaluation of simulation-based learning in higher education and professional training: An introduction	22
Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study	22
Discrimination in grading: A scoping review of studies on teachers’ discrimination in school	22
Sentiment analysis of student feedback: A comparative study employing lexicon and machine learning techniques	21
From classroom learning environments to self-regulation: The mediating role of task value	21
Perceived university support and entrepreneurial intentions: Do different students benefit differently?	21
Evaluation of university teaching as sound performance appraisal	21

Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry	20
The reliability, effectiveness, and benefits of peer assessment in college EFL speaking classrooms: Student and teacher perspectives	20
Just showing is not enough: First-person-view-videos as a feedback tool in resuscitation simulation	20
Differentiating Research-Practice Partnerships: Affordances, Constraints, Criteria, and Strategies for Achieving Success	20
Editorial Board	19
Can less be more? Effects of study load on science achievement among Chinese eighth-grade students	19
Instructional engagement and student learning outcomes: Direct and indirect effects based on country-specific contingencies	19
An adapted 3P (precursor-process-product) framework for the development of holistic competencies – “Approach to develop” in out of classroom learning	18
Research on the effect of mixed teaching strategies on students' ambidextrous innovation	17
Data use for school self-evaluation – The process, factors, and leadership practices in Estonian schools	17
Assessing value beliefs among university students: Validation of the Value Beliefs Questionnaire for University Students (VBQU)	17
The effectiveness of the GoKoan e-learning platform in improving university students’ academic performance	17
Perspectives on educational effectiveness in science and mathematics: The role of non-cognitive measures in TIMSS. Introduction to a special issue	17
Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale	16
Do learners learn from corrective peer feedback? Insights from students	16
Estimating teachers’ value-added effects using generalized persistence model	16
Student rating consistency in online peer assessment from the perspectives of individual and class	16
Exploring the impact of student perceptions of Assessment for Learning on intrinsic motivation	16
A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)	16
Student – Feedback Interaction Model: Revised	15
The relationship between growth in principal leadership and growth in school performance: The teacher perspective	15
Editorial Board	15
Course quality in higher education teacher training: What matters for pre-service physics teachers’ content knowledge development?	15
The 2 × 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes	15
Investigating the use of the National Assessment Program – Literacy and Numeracy (NAPLAN) test results	15
School bullying: Prevalence and variation in and between school systems in TIMSS 2015	15
Graduate feedback on a teacher education program and school district support: An argument for a continuum of professional learning	14
Toward a multidimensional conceptualization of motivation to transfer training: Validation of the transfer motivation questionnaire from a self-determination theory perspective using bifactor-ESEM	14
Understanding changes in learner engagement with peer feedback giving in EFL writing: A longitudinal study	14
Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology	13
Sustaining data use professional learning communities in schools: The role of leadership practices	12
Stakeholders’ test perceptions on test reform	12
Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science	12
Global virtual teams in education: Do peer assessments motivate student effort?	12
Insights into beliefs on 11 + testing in Trinidad and Tobago through an interpretation/use argument	12
Bias in student evaluations: Are my peers out to get me?	12
Dynamics of change of academics’ teaching approaches: A latent profile transition analysis	11
Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success	11
Evaluating text quality: Teachers’ perceptions about pupils’ writing	11
Evaluating peer feedback as a reliable and valid complementary aid to teacher feedback in EFL writing classrooms: A feedback giver perspective	11
“Was that interesting?” & “Does it matter?”: The implications of on-task learning experiences	11
Building world class universities through innovative teaching governance	11
Instructional tools and curricular structures to facilitate students’ self-assessment and generation of self-feedback	11
Is class worth their time? College student perspectives on class structure and attendance	11
Editorial Board	11
Preservice teachers’ pedagogical and psychological knowledge: Structure and learning opportunities	11
The influence mechanism of the parent-child relationship on adolescent academic performance: The serial mediating effect of parental expectations and self-expectations	11
Online peer feedback training based on self-regulated learning in english as a foreign language writing: Perceived usefulness and students’ engagement	11
The paradoxical relationship between students’ non-cognitive factors and mathematics & science achievement using TIMSS 2015 dataset	10
Examining the mindsets toward students’ writing competence and feedback-giving practices of Chinese university English writing teachers	10

Examining practicums within initial teacher education programs: Understanding the dimensions of professional development of pre-service teachers	10
Research on the construction and application of teacher-student interaction evaluation system for smart classroom in the post COVID-19	10
Examining emic viewpoints on a pedagogical development program’s long-term effects using Q methodology	10
Effects of multimedia on psychometric characteristics of cognitive tests: A comparison between technology-based and paper-based modalities	10
Automatic evaluation of open-ended questions for online learning. A systematic mapping	9
Peer feedback in higher education: How students’ roles affect providing and receiving feedback	9
The influence of self-assessment practices on online training for investigative interviewing skills	9
Examining principal instructional leadership effects on the rural-urban instructional quality gap in China: The mechanism of teacher professional learning	9
Learners’ perceptions and performance under peer versus teacher corrective feedback conditions	9
Comparing student science performance between hands-on and traditional item types: A many-facet Rasch analysis	9
Impact of distributed leadership on teacher job satisfaction in China: The mediating roles of teacher autonomy and teacher collaboration	9
National policy, school contexts, and individual characteristics: Which matters most for teachers’ participation in induction programs?	9
Measuring children’s perceived cost of school science: Instrument development and psychometric evaluation	9
Engagement, achievement, and teacher classroom practices in mathematics: Insights from TIMSS 2011 and PISA 2012	8
The relationship between teachers’ and principals’ use of results from nationwide achievement tests: The mediating role of teacher attitudes and data use culture	8
What learning is reported in social science classroom interventions? A scoping review of the literature	8
Measurement properties as a possible cause of digital device effects on a standardized assessment of learning	8
Teacher support, growth language mindset, and academic engagement: The mediating role of L2 grit	8
The effects of peer interaction on learning outcome of college students in digital environment—The chain-mediated role of attitude and self-efficacy	8
Teacher quality, self-efficacy, and quality teaching in Ethiopian primary schools: An integrated sociological and psychological perspective	8
Beyond the call of duty: Effects of school learning culture, teacher self-efficacy, and informal learning on organizational citizenship behavior	8
A taxonomy of social embedding - A systematic review of virtual learning simulations in vocational and professional learning	8
Predicting undergraduate student evaluations of teaching using probabilistic machine learning: The importance of motivational climate	8
Teacher feedback vs. annotated exemplars: Examining the effects on middle school students’ writing performance	8
Talking about teachers: Would sampling weight adjustments allow for teacher-centric inferences in future TIMSS assessments?	8
Predicting reading comprehension performance based on student characteristics and item properties	8
A measurement model of entrepreneurship education effectiveness based on methodological triangulation	8
The evaluation of students’ progression in lower secondary education in Brazil: Exploring the path for equity	8
Learning and teaching strategies as related to language arts in China: A heterogeneity study	8
An inclusive school for computer science: Evaluating early impact with propensity score matching	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
Classroom heterogeneity and assessment for learning: Evidence from 47 countries using TALIS 2018	7
Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions	7
University teachers as versatile masters: Evaluating the effectiveness of a professional development programme on student-centred teaching competencies	7
“Chasing my supervisor all day long like a hungry child seeking her mother!”: Students’ perceptions of supervisory feedback	7
Exploring the relationship between extramural English, self-efficacy, gender, and learning outcomes: A mixed-methods study in a Norwegian upper-secondary school	7
Unexpected gender differences in teacher ratings of academic skills and school track recommendations	7
Special educators’ knowledge of high-leverage practices: Construction of a pedagogical content knowledge measure	7
The relevance of school self-concept and creativity for CLIL outreach learning	7
Estimating the dimensionality of learning: The model for decomposed change	7
Peer and instructor feedback on pre-service EFL teachers’ reflection types and levels in video-mediated microteaching	7
Interconnecting peer feedback literacy: Exploring the relationship between providing and acting on peer feedback	7
The dynamic relationship between response processes and self-regulation in critical thinking assessments	7
Collaboration and emotions during simulation-based learning in general management courses	6
A look into preservice teachers’ responses to students’ misbehavior: What roles do students’ gender and socioeconomic status play?	6
Academics’ beliefs towards holistic competency development and assessment: A case study in engineering education	6
Monitoring learning-oriented school education: Indicator construction and their application	6
Longitudinal relations among perceived autonomy support, time management, completion, and achievement	6
Corrigendum to: “Building world class universities through innovative teaching governance” [Studies in Educational Evaluation Volume 70, (2021) 1–13/ 101031]	6
Universities, socioeconomic standards and inclusion policies: Assessing the effects on the performance of Brazilian undergraduates	6
What’s in a score? Problematizing interpretations of observation scores	6
Exploring factors contributing to feedback-seeking strategies in L2 writing: An extended cost-value framework	6
Mathematical equivalence assessment: Measurement invariance across six countries	6
Do children speaking indigenous and regional languages benefit equally from updated curricula? A report on a longitudinal quasi-experimental pilot study in Central Asia	6
Self-regulated learning: Validating a task-specific questionnaire for children in elementary school	6
Investigating differential item functioning across interaction variables in listening comprehension assessment	6
The effects of Success for All in the Netherlands on the reading achievement of first-grade students at risk of reading problems	6
Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review	6
Furthering the argument for visually inclusive L2 academic listening tests: The role of content-rich videos	5
The influence of authentic leadership on teacher performance in Guiyang public primary schools	5
Concurrent validity of scores from phone-based caregiver reports on early childhood development: Evidence from the Early Childhood Development Index 2030 implementation in Nepal	5
Editorial Board	5
Exploring the dynamic self-assessment process of students across different competency groups	5
Teaching quality and student achievement inequalities in low- and middle-income countries: A hierarchical linear model analysis	5
Bachelor’s degree student dropouts: Who tend to stay and who tend to leave?	5
Will generative AI replace teachers in higher education? A study of teacher and student perceptions	5
Editorial Board	5
Understanding teacher professional development needs in Taiwan: Stages of teaching skills based on the dynamic model of educational effectiveness	5
Corrigendum to “The relevance of school self-concept and creativity for CLIL outreach learning” [Studies in Educational Evaluation 73 (2022) 1–12/101153]	5
Circumventing construct-irrelevant variance in international assessments using cognitive diagnostic modeling: A curriculum-sensitive measure	5
Measuring and exploring the structure of teachers’ educational beliefs	5
Evaluating technological interventions for developing teamwork competency in higher education: A systematic review and meta-ethnography	5
Editorial Board	5
Editorial Board	5
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	5
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	5
Validation of the programmatic assessment survey for college students’ expectations and perceptions of the integrative studies curriculum	5
Teaching quality and student reading outcomes: Evidence from a longitudinal study from grade 5 to 7	4
Assessing students' self-efficacy for negotiating during a role-play simulation of political decision-making. Taking student characteristics and simulation features into account	4
How are pre-service physical education teachers’ perceptions of educator-created (dis)empowering climates associated with their motivational processes and teaching intention?	4

Building an explanatory framework for co-workers’ responses to teacher underperformance	4
Are schools becoming more unequal? Insights from exploratory data mining of international large-scale assessment, TIMSS 2003-2019	4
Did the quality of internet services and related class structures affect educational achievement in Poland during COVID-19?	4
Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters	4
Editorial Board	4
Self-regulated learning in secondary school: Students’ self-feedback in a peer observation programme	4
Measuring science capital, science attitudes, and science experiences in elementary and middle school students	4
Evaluating a pilot education-to-work program for adults with Down syndrome	4
Do students’ beliefs and orientations toward peer feedback predict peer feedback quality and perceptions?	4
School conditions and principal practices promoting instructional data use in high-stakes accountability systems	4
Adapting early childhood education interventions to contexts: Lessons and challenges of using different evaluation designs	4
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 Asia	4
Introducing the 3P conceptual model of internal quality assurance in higher education: A systematic literature review	4
Perceived formative assessment practices in homework and creativity competence: The mediating effects of self-confidence in learning and intrinsic motivation	4
Eight years after the 3-3-4 curriculum reform: The current state of undergraduates’ holistic competency development in Hong Kong	4
The bilateral benefits of providing and receiving peer feedback in academic writing across varying L2 proficiency	4
An international comparison using Cognitive Diagnostic Assessment: Fourth graders’ diagnostic profile of reading skills on PIRLS 2016	4
How to measure soft skills in the educational context: psychometric properties of the SKILLS-in-ONE questionnaire	4
Motivation towards mathematics from 1980 to 2015: Exploring the feasibility of trend scaling	4
Mathematics teachers’ assessment of mathematical understanding	4
Is it possible to redress noninstructional biases in student evaluation of teaching surveys? Quantitative analysis in accounting and finance courses	4
Learning together through collaborative writing: The power of peer feedback and discussion in doctoral writing groups	4
Motivational components in TIMSS 2015 and their effects on engaging teaching practices and mathematics performance	4