This study investigates the relationship between evaluative thinking (ET) and evaluation capacity (EC) among secondary school teachers in Taiwan, addressing the growing emphasis on data-informed decision-making within educational evaluation. ET is conceptualized as a reflective and critical mindset encompassing inquiry, evidence use, and evaluative reasoning, whereas EC denotes the knowledge, motivation, and technical skills required to design, implement, and utilize evaluations effectively. A total of 350 teachers participated in this quantitative study by completing the Chinese versions of the Evaluative Thinking Scale and the Evaluation Capacity Scale, adapted respectively from McIntosh et al. and Taylor-Ritzler et al.. Data were analyzed using Pearson’s correlation and multiple regression analyses. Results indicated a strong positive association between ET and EC, with ET significantly predicting EC. Among the three ET subdimensions—belief and practice of evaluation, deliberation and alternative thinking, and describing and explaining ways of thinking—only belief and practice of evaluation emerged as a significant predictor. This dimension also significantly influenced all EC components, including awareness, motivation, ability, and use of results. These findings underscore that teachers’ belief in and practice of evaluation constitute the central mechanism linking evaluative thinking to evaluation capacity. The study highlights the theoretical and practical significance of fostering ET through professional development as a sustainable pathway for strengthening educators’ evaluative competence and cultivating a culture of systematic inquiry and evidence-based improvement in schools.

Authors:
Su-ching Lin, National Changhua University of Education, Taiwan

About the Presenter(s)
Dr Su-ching Lin is a University Professor/Principal Lecturer at National Changhua University of Education in Taiwan

See this presentation on the full schedule – Monday Schedule

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