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1.
Wenyuan Yang 《International Journal of Science Education》2016,38(18):2688-2711
This article describes the development and validation of an instrument that can be used for content analysis of inquiry-based tasks. According to the theories of educational evaluation and qualities of inquiry, four essential functions that inquiry-based tasks should serve are defined: (1) assisting in the construction of understandings about scientific concepts, (2) providing students opportunities to use inquiry process skills, (3) being conducive to establishing understandings about scientific inquiry, and (4) giving students opportunities to develop higher order thinking skills. An instrument – the Inquiry-Based Tasks Analysis Inventory (ITAI) – was developed to judge whether inquiry-based tasks perform these functions well. To test the reliability and validity of the ITAI, 4 faculty members were invited to use the ITAI to collect data from 53 inquiry-based tasks in the 3 most widely adopted senior secondary biology textbooks in Mainland China. The results indicate that (1) the inter-rater reliability reached 87.7%, (2) the grading criteria have high discriminant validity, (3) the items possess high convergent validity, and (4) the Cronbach’s alpha reliability coefficient reached 0.792. The study concludes that the ITAI is valid and reliable. Because of its solid foundations in theoretical and empirical argumentation, the ITAI is trustworthy. 相似文献
2.
Verónica López Javier Torres-Vallejos Paula Ascorra Boris Villalobos-Parada Marian Bilbao René Valdés 《Learning Environments Research》2018,21(3):407-422
Students’ perceptions of their classroom climate have been found to relate significantly to students’ learning outcomes. The purpose of the present study was to construct an instrument for assessing elementary-school students’ perceptions of classroom climate, based on a previous instrument that was being used in Chile by a public national school mental health program as a tool for aiding teachers in improving classroom management, but which showed poor psychometric properties. We used a six-staged mixed-methods approach to construct relevant items and dimensions based on this measure and by adapting previously-existing scales. Item development included participatory construction of items involving program officials, focus groups with students, and a pilot study. The final version was administered to a sample of 6813 elementary-school students. Results showed adequate reliability and construct validity, convergent validity with school climate, and divergent validity with peer victimisation. When consequential validity was explored through semi-structured interviews with program officials and school administrators, we found that the instrument was being used as a tool for helping teachers to improve their school climate and management skills. We discuss the importance of constructing instruments using a mixed-methods approach. 相似文献
3.
Jefferson E. Holcomb Catherine D. Marcum Tara N. Richards Tammatha A. Clodfelter Melissa A. Alexander 《Journal of Criminal Justice Education》2015,26(2):163-184
Criminal Justice faculty collaborated with undergraduate and graduate students to evaluate federal probation officers’ use of evidence-based skills following the implementation of a new training program designed to improve officer supervision skills and offender outcomes. The project resulted in the coding of over 100 audio recordings of actual officer–offender interactions based upon a developed assessment instrument. Overall, officers demonstrated high levels of adherence to training program skills. This article describes the process used to form a faculty–student collaborative research project and the benefits, challenges, and recommendations for similar projects at other institutions. 相似文献
4.
Many personnel committees at colleges and universities in the USA use student evaluation of faculty instruction to make decisions regarding tenure, promotion, merit pay or faculty professional development. This study examines the construct validity and internal consistency reliability of the student evaluation of instruction (SEI) used at a large mid‐western university in the USA for both administrative and instructional purposes. The sample consisted of 73,500 completed SEIs for undergraduate students who self‐reported as freshman, sophomore, junior or senior. Confirmatory factor analysis via structural equation modelling was used to explore the construct validity of the SEI instrument. The internal consistency of students' ratings was reported to provide reliability evidence. The results of this study showed that the model fits the data for the sample. The significance of this study as well as areas for further research are discussed. 相似文献
5.
This paper describes the development and validation of an item bank designed for students to assess their own achievements across an undergraduate-degree programme in seven generic competences (i.e., problem-solving skills, critical-thinking skills, creative-thinking skills, ethical decision-making skills, effective communication skills, social interaction skills and global perspective). The Rasch modelling approach was adopted for instrument development and validation. A total of 425 items were developed. The content validity of these items was examined via six focus group interviews with target students, and the construct validity was verified against data collected from a large student sample (N?=?1151). A matrix design was adopted to assemble the items in 26 test forms, which were distributed at random in each administration session. The results demonstrated that the item bank had high reliability and good construct validity. Cross-sectional comparisons of Years 1–4 students revealed patterns of changes over the years. Correlation analyses shed light on the relationships between the constructs. Implications are drawn to inform future efforts to develop the instrument, and suggestions are made regarding ways to use the instrument to enhance the teaching and learning of generic skills. 相似文献
6.
Chien-Liang Lin 《Journal of Science Education and Technology》2018,27(1):57-69
This study sought to develop a self-report instrument to be used in the assessment of the project competences of college students engaged in online project-based learning. Three scales of the KIPSSE instrument developed for this study, namely, the knowledge integration, project skills, and self-efficacy scales, were based on related theories and the analysis results of three project advisor interviews. Those items of knowledge integration and project skill scales focused on the integration of different disciplines and technological skills separately. Two samples of data were collected from information technology-related courses taught with an online project-based learning strategy over different semesters at a college in southern Taiwan. The validity and reliability of the KIPSSE instrument were confirmed through item analysis and confirmatory factor analysis using structural equation modeling of two samples of students’ online response sets separately. The Cronbach’s alpha reliability coefficient for the entire instrument was 0.931; for each scale, the alpha ranged from 0.832 to 0.907. There was also a significant correlation (r = 0.55, p < 0.01) between the KIPSSE instrument results and the students’ product evaluation scores. The findings of this study confirmed the validity and reliability of the KIPSSE instrument. The confirmation process and related implications are also discussed. 相似文献
7.
In globalization, global competence (GC) is a crucial competence for graduate students to possess; thus, graduate education should prepare students with GC to compete globally. However, no instrument has been designed to measure graduate students' GC, and the theoretical structure of GC has not been empirically examined. To fill these gaps, first, we developed the Global Competence Scale for graduate students (GCSG) based on a three-dimensional theoretical framework (knowledge, skills, and attitudes). Second, we administered the GCSG to Chinese graduate students sampled from five universities in Beijing. Third, we examined the theoretical framework, and examined the reliability and validity of the scale. Finally, we described the Chinese graduate student sample’s GC by using the instrument. The results supported the theoretical model and provided evidence for the reliability and validity of the instrument. We also found that the sample showed higher ratings in knowledge and attitudes but lower ratings in communication skills. 相似文献
8.
9.
David E. Kapel 《Research in higher education》1974,2(1):1-24
An instrument to be used by students in evaluating faculty was developed with the major focus being five conceptualized interpretations of scales (factors) culled from other research on faculty evaluation. The five conceptualized factors were: Evaluation, Presentation, Preparation, Personality, and Intellect. Thirty-five professors from the Division of Curriculum and Instruction teaching 65 classes (1,122 students) at graduate and undergraduate levels participated in May; and 75 professors teaching 2,804 students participated in a December study. Each of the five factors were found to be: independent; stable across student groups; of high internal consistency and reliability; of a high degree of concurrent validity (faculty evaluating themselves); discriminatory among faculty; and applicable under sundry instructional conditions. The instrument can provide information to instructors for the improvement of teaching, as well as providing information for students concerning individual instructors. As part of a larger evaluation system, the instrument can provide information for career decisions. 相似文献
10.
David Kember Doris Y. P. Leung Alice Jones Alice Yuen Loke Jan McKay Kit Sinclair 《Assessment & Evaluation in Higher Education》2000,25(4):381-395
Many courses aim to promote reflective thinking or reflection upon practice, but there is a scarcity of readily usable instruments to determine whether students engage in reflective thinking and, if so, to what extent. This paper reports the development and testing of such an instrument. To ensure validity, the constructs measured were derived from the extensive literature on reflective thinking, particularly the writing of Mezirow. A combination of the literature review and initial testing led to the development of a four-scale instrument measuring four constructs; habitual action, understanding, reflection and critical reflection. The final version of the instrument was tested with a sample of 303 students from eight classes of a health science faculty. The reliability of the scales was established by acceptable Cronbach alpha values. Confirmatory factor analysis showed a good fit to the proposed four-factor structure. Comparison of mean scores between the eight classes showed predicted significant differences on each of the four scales between undergraduate and postgraduate students. 相似文献
11.
We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed for use as a pre- and posttest to measure student learning gains. To develop the assessment, we first worked with faculty to create a set of learning goals that targeted important concepts in the field and seemed likely to be emphasized by most instructors teaching these subjects. We interviewed students using open-ended questions to identify commonly held misconceptions, formulated multiple-choice questions that included these ideas as distracters, and reinterviewed students to establish validity of the instrument. The assessment was then evaluated by 25 biology experts and modified based on their suggestions. The complete revised assessment was administered to more than 1300 students at three institutions. Analysis of statistical parameters including item difficulty, item discrimination, and reliability provides evidence that the IMCA is a valid and reliable instrument with several potential uses in gauging student learning of key concepts in molecular and cell biology. 相似文献
12.
Joost Meijer Marianne Elshout-Mohr Bernadette H.A.M. van Hout-Wolters 《Educational Research and Evaluation》2013,19(1):79-107
An instrument was constructed to assess the level of competence of students (aged 15-16) on eight cross-curricular skills. The instrument, further to be called the cross-curricular skills test (CCST), consisted of 56 multiple-choice items. In the first section cross-curricular skills are defined as general skills which can be taught and practiced in curricula for different disciplines. In the second section we describe how eight cross-curricular skills were selected for testing. We also explain why we decided to compose the test of multiple-choice items, an item-format that is not a customary one for measuring general skills. In the third section we report administration of the test to 465 students in a pilot study and 9,000 students in the main study. Quantitative data are presented concerning p -values, reliability, internal structure, and construct validity of the CCST. Qualitative data were derived from observations, thinking aloud protocols and analysis of the test content. The data warrant the claim that CCST is a valid and reliable test for cross-curricular skills. It is suitable for students of 15-16 years of age and allows administration in large samples. In the final section we discuss some limitations of the test and suggest directions for future research on assessment of cross-curricular skills. 相似文献
13.
Alan Socha 《Assessment & Evaluation in Higher Education》2013,38(1):94-113
A teacher evaluation system can be threatening to faculty, especially if used for summative decisions. Therefore, it is important to obtain valid and pertinent information. Since students are extensively exposed to course elements, students’ evaluation of instruction should be one of several components in the teacher evaluation system. Since traditional methods, such as Cronbach’s alpha and ordinary least squares regression, do not address the hierarchical data of the classroom, the current study used the statistical techniques of confirmatory factor analysis and hierarchical linear modelling in order to properly investigate the reliability and validity of the Students’ Assessment of Instruction (SAI) instrument. Use of hierarchical linear modelling to analyse teacher evaluation instruments could not be found in the literature, although it has been used in educational settings. This study will illustrate its usefulness in determining what measures are related, either as evidence of validity or as a bias, to instructional effectiveness. Student responses were also compared with faculty self-evaluations, one indicator of effective teaching, in order to determine if the SAI does measure instructional effectiveness. Overall, the SAI was found to have good reliability and validity with relatively few biases and could be used to extract five distinguishable traits of instructional effectiveness. 相似文献
14.
P. Spooren D. Mortelmans J. Denekens 《Assessment & Evaluation in Higher Education》2007,32(6):667-679
Students' evaluation of teaching skills has been an important yet controversial tool in the improvement of teaching quality during the last few decades. When searching for an apt student questionnaire to measure instructional skills, it appeared that most existing questionnaires the authors were able to collect are based on a single‐item type of evaluation. Additionally, most of these instruments lack a theoretical foundation and hardly any instrument was tested with modern tests for reliability and validity. The authors managed to create a 31‐item instrument which comprises 10 Likert scales and is based on both the educational theory and empirical data. In this article, they present the different steps in constructing the instrument and discuss its reliability and validity. The results of this study underline the value of the use of a scaling technique in students' evaluation of teacher performance. 相似文献
15.
《Teaching and Teacher Education》2005,21(7):829-841
This study presents the development of a 91-item instrument to measure what pre-service teachers know about effective teaching in urban schools. The instrument, Teaching in Urban Schools Scale, was piloted and then refined and conducted with 248 graduate students in a teacher education program. Validity of the scale was investigated and revealed evidence of discriminant and content validity and a reliability coefficient of .91. Results also indicated that certification and number of program credits completed bore no significant influence on respondents’ knowledge base. However, participants who expressed interest in teaching in urban schools scored significantly higher on the instrument. 相似文献
16.
Abstract Teacher dispositions are a central force in shaping the environment in which schooling takes place. State and national accrediting bodies have underscored this importance by including preservice teacher dispositions as an important component within the standards. Consequently, teacher certification programs must attend to this dimension; however, dispositions are neither easily identified nor easily assessed. This study field tested an instrument used to identify and evaluate preservice teachers' dispositions. The implementation of the instrument was grounded in a commitment to have students reflect first on their own behavior, with faculty oversight in reviewing this self‐assessment. The instrument was evaluated in terms of its reliability using Cronbach's alpha. The process of using the instrument was analyzed through student and faculty feedback. The revised instrument is provided for use by other universities. 相似文献
17.
Marta Ramon-Casas Neus Nuño Ferran Pons Toni Cunillera 《Assessment & Evaluation in Higher Education》2019,44(5):653-663
This article presents an empirical evaluation of the validity and reliability of a peer-assessment activity to improve academic writing competences. Specifically, we explored a large group of psychology undergraduate students with different initial writing skills. Participants (n?=?365) produced two different essays, which were evaluated by their course peers and professors using a specific grading instrument (rubric). The validity of the task was demonstrated by a high inter-grader agreement and a strong degree of consistency between the ratings of the peers and professors. Although all students did not improve their writing skills between their first and second essays, the peer-assessment activity enhanced the writing abilities of low but not high-achieving participants. The pedagogical implications of these results are discussed. 相似文献
18.
Andrea C. Goldfien Norena Norton Badway 《Community College Journal of Research & Practice》2014,38(2-3):122-130
Bridge programs, in which underprepared students gain the academic and technical skills necessary for college level courses and entry-level employment, are a promising initiative for expanding access to, and success in, community college education. For career pathways related to science, technology, engineering, or mathematics (STEM), bridge programs are critical for enlarging the pool of students who are exposed to, and can aspire to, STEM preparation. This study, conducted with support from the National Science Foundation Advanced Technological Education program, followed four community colleges for a year to understand local factors that facilitated or impeded implementation of a bridge program in which basic skills were contextualized in biotechnology. The findings are that implementation of a contextualized curriculum requires substantial faculty learning. Implementation of these bridge programs was facilitated by instructional leadership by both administration and faculty. Administration assisted in creating the conditions that supported learning by coordinating faculty schedules and funding faculty time for initial and ongoing program development. Faculty benefitted by the support of experienced team members who could guide interdisciplinary learning. Implementation was facilitated when team members met frequently and when faculty worked collaboratively to implement the curriculum. Recommendations include planning for faculty development, both for faculty collaboration and contextualizing curriculum. 相似文献
19.
The purpose of this article is to describe the development, validation and use of the Constructivist Multimedia Learning Environment Survey (CMLES). This questionnaire assesses teachers' and students' perceptions of the learning environment when students use online
multimedia programs while teachers use constructivism as a referent for their teaching. The design of the questionnaire was
based on a constructivist approach to learning and focused on the process of learning with the multimedia program and on the
nature of that program. Before the use of the CMLES becomes widespread, it was important to determine whether it is valid
and reliable. Therefore, a study involving 221 students in 12 high school classrooms into statistical validation and interpretive
validation of the questionnaire was undertaken. For this sample of Grade 10 and 11 students who completed the actual and preferred
forms of the questionnaire, the CMLES scales demonstrated a high degree of internal consistency reliability (with alpha reliability
coefficients ranging from .73 to .82), as well as satisfactory factorial validity and discriminant validity. Therefore, the
study supports the reliability and validity of the CMLES for assessing students' and teachers' perceptions of one important
aspect in evaluating learning environments which promote the use of multimedia programs and constructivist learning approaches. 相似文献
20.
简要分析建构主义教学的特征,并从建构主义教学的角度,对目前英美等国许多大学普遍采用的大学生学习评估方法以及各种方法的利弊进行阐述和比较。同时,对提高中国高校学习评估的可靠性和有效性提出建议。 相似文献