The Development and Validation of the Writing and Self-Regulation Strategies Instrument for Biology Lab Reports

• In Event: 30.081 - Poster Session 5
  In Poster Session: 30.081-8 - Science Teaching and Learning SIG Poster Session

Abstract

This study collected three sources of validity evidence to support the interpretation of a newly developed instrument that measures students’ use of writing and self-regulation strategies for biology lab reports. First, content validity came from expert judgements on the appropriateness of item content. Second, the internal structured was examined through factor analysis. Third, criterion validity came from analyzing discriminant and predictive validity. Results showed good content representativeness. Six strategies emerged from the internal structure: self-regulation, revision based on peer feedback, revision based on TA feedback, planning, drafting, and evaluation of writing mechanics. Discriminant validity was support by the strategies loading on separate factors than biology writing self-efficacy. Preliminary results for predictive validity shows that drafting predicted lab report performances.

Authors

• Huiqing (Helen) Hu, The Pennsylvania State University - University Park

• Peggy N. Van Meter, The Pennsylvania State University

• Robert J. Stevens, The Pennsylvania State University