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Winstone, Naomi E.; Hepper, Erica G.; Nash, Robert A. – Educational Psychology, 2021
Feedback can rarely enhance learning unless it is used; however, few studies have examined individual differences in students' engagement with feedback. The present study explored: (1) the extent to which personality variables and achievement goal orientation are associated with students' self-reported use of feedback; and (2) whether beliefs…
Descriptors: Feedback (Response), Evaluation Methods, Student Attitudes, Beliefs
Shah, Azmat Ali; Uddin, Miraj; Shah, Raza Ullah; Adeel, Muhammad – Interchange: A Quarterly Review of Education, 2022
In research paper we examine that teacher evaluation is conducted to improve the teaching effectiveness of the faculty. However, the evaluation itself has to be effective, which is possible when two issues are first addressed quite skillfully. First is the factors (or criteria) of successful teacher and teaching. And second is 'who will evaluate?'…
Descriptors: Goodness of Fit, Academic Achievement, Teacher Evaluation, Instructional Effectiveness
Matthews, Michael S.; Farmer, Jennie – Australasian Journal of Gifted Education, 2017
Dynamic assessment methods, initially developed by Feuerstein in the 1970s, have been recommended as being more equitable for identifying the academic abilities of students who may not perform well on traditional assessments due to these learners' cultural, linguistic, or economic differences from the population for whom the traditional measures…
Descriptors: Academic Achievement, Achievement Gains, Predictive Measurement, Hispanic American Students
Raudenbush, Stephen – Carnegie Foundation for the Advancement of Teaching, 2013
This brief considers the problem of using value-added scores to compare teachers who work in different schools. The author focuses on whether such comparisons can be regarded as fair, or, in statistical language, "unbiased." An unbiased measure does not systematically favor teachers because of the backgrounds of the students they are…
Descriptors: Educational Research, Achievement Gains, Teacher Effectiveness, Comparative Analysis
Herman, Joan, Ed.; Hilton, Margaret, Ed. – National Academies Press, 2017
The importance of higher education has never been clearer. Educational attainment--the number of years a person spends in school--strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging, with young Americans who heretofore led the…
Descriptors: College Students, Academic Achievement, Student Evaluation, Interpersonal Competence
Taht, Karin; Must, Olev – Educational Research and Evaluation, 2013
We estimated the invariance of educational achievement (EA) and learning attitudes (LA) measures across nations. A multi-group confirmatory factor analysis was used to estimate the invariance of educational achievement and learning attitudes across 55 nations (Programme for International Student Assessment [PISA] 2006 data, N = 354,203). The…
Descriptors: Academic Achievement, Factor Analysis, Factor Structure, Educational Attitudes
Al-Hendawi, Maha – ProQuest LLC, 2010
Individual differences in temperament can be a risk or a protective factor for a child, especially for children at-risk who possess single or multiple risk factors that may interfere with their educational success and affect their healthy development and their life-long outcomes. This research study examined the concurrent and longitudinal…
Descriptors: Educational Objectives, Persistence, Outcomes of Education, Academic Achievement
Daley, Glenn; Kim, Lydia – National Institute for Excellence in Teaching, 2010
Status quo approaches to teacher evaluation have recently come under increasing criticism. They typically assign most teachers the highest available score, provide minimal feedback for improvement, and have little connection with student achievement growth and the quality of instruction that leads to higher student growth. A more comprehensive…
Descriptors: Feedback (Response), Teacher Effectiveness, Teacher Evaluation, Academic Achievement
Riding, Richard – Educational Psychology, 2005
The last quarter of a century has seen significant progress in the identification and assessment of individual difference variables and an increasing awareness of the importance of seeing variables in the context of others, both in their effect on one another and their interactive effect on educational performance. Several challenges must now be…
Descriptors: Educational Objectives, Individual Differences, Academic Achievement, Evaluation Methods
Schuyler, Nancy Baenen; Ligon, Glynn – 1984
The Austin Independent School District (AISD) is now in its third year of study on the effects of a new retention policy adopted in 1981-82. Reviewing the results of the first two years led to the conclusion that traditional methods of studying retention might not be the most appropriate. These evaluations have primarily focused on the impact of…
Descriptors: Academic Achievement, Academic Failure, Elementary Secondary Education, Evaluation Methods

Graff, Martin – British Journal of Educational Technology, 2003
Discusses assessment of Web-based instruction and reports results of a study that investigated whether segmentation of information and the provision of an overview of the Web system differentially facilitated learning performance, measured with recall questions and a short essay question, for individuals with different cognitive styles. (LRW)
Descriptors: Academic Achievement, Cognitive Style, Evaluation Methods, Individual Differences

Holmlund, Helena – Journal of Human Resources, 2005
Within-family estimates have been considered a remedy to selection bias in estimates of long-run consequences of teen motherhood. A major critique, however, is that heterogeneity within the family might still bias the estimates. Using Swedish data on biological sisters, I revisit the question of the consequences of teenage motherhood. My…
Descriptors: Early Parenthood, Adolescents, Mothers, Siblings
Jensen, Gerald L. – J Secondary Educ, 1969
Descriptors: Academic Ability, Academic Achievement, Dropout Research, Educational Administration

Grigorenko, Elena L.; Sternberg, Robert J. – Exceptional Children, 1997
Gifted high school students (N=199) were evaluated using the Sternberg Triarchic Abilities Test; their academic performance was judged by independent raters; and their thinking styles were measured by two converging self-report questionnaires. After controlling for ability level, styles of thinking significantly contributed to prediction of…
Descriptors: Academic Achievement, Cognitive Style, Evaluation Methods, Gifted
Dillon, Ronna F. – 1983
Current pscyhometric assessments, which are based on test score predictors providing information only on products of performance, fail to account for satisfactory amounts of variance in academic achievement or other criterion measures of interest. To corroborate and extend previous work on information processing measures, by examining the…
Descriptors: Academic Achievement, Cognitive Processes, College Students, Evaluation Methods
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