Comparative Analysis of Two Inquiry Observational Protocols: Striving to Understand the Quality of Inquiry-Based Instruction

• In Event: Roundtable Session 112
  In Roundtable Session: Learning Science

Abstract

This study sought to compare two inquiry observational protocols, Electronic Quality of Inquiry Protocol (EQUIP) and Reformed Teacher Observation Protocol (RTOP) with regard to reliability, validity, and utility associated with inquiry-based instruction. General findings suggest that both instruments have high item reliability and are effective measures in both math and science classrooms; EQUIP showed higher inter-rater reliability and seems to be more valid for measuring inquiry-based instruction, while RTOP seems better suited for looking more globally at constructivist teaching practices. Additionally, because EQUIP uses a descriptive rubric instead of a Likert scale, the instrument provides immediate and targeted feedback to teachers, instructional leaders, and professional development facilitators.

Authors

• Julie Brockman Smart, Presbyterian College

• Jeff C. Marshall, Clemson University