Measuring Faculty Enactment of Evidence‐Based Teaching in Undergraduate STEM: The Role of Observation Sampling Intensity

• In Event: Psychometrics and Educational Measurement Poster Session 2

Abstract

Student-centered pedagogical practices have been found to improve undergraduate course outcomes and retention rates, motivating the measurement of faculty enactment of these practices. We used two datasets (generated using the COPUS instrument) and simulation methodologies to analyze the impact of sampling intensity (number of classes observed) on the valid characterization of faculty teaching practices. The first dataset included 128 classes taught by 3 faculty and the second dataset included a subsample of classes from Staines et al. (2018). Our simulation results contradict prior claims about the sampling intensities needed for valid measurement of faculty change and highlight the risks of employing sampling designs and measurement approaches untethered from conceptual frameworks about the nature of reform.

Authors

• Gena Sbeglia, Stony Brook University - SUNY

• Justin Adam Goodridge, Stony Brook University - SUNY

• Lucy H Gordon, Stony Brook University - SUNY

• Ross H. Nehm, Stony Brook University of New York At Stony Brook