Examining an Adaptive Equity-Oriented Pedagogical Competency Instrument: A Validated Measure That Promotes College Student Success

• In Event: Toward an Equity-Minded Pedagogy and Praxis

Abstract

Using a Partial Credit Rasch Model, this study validates a measure of college instructors’ teaching effectiveness, focusing on adaptive equity-oriented pedagogical competency (AEPC). AEPC integrates core elements that have significantly improved student learning (Phuong et al., 2017). These elements include: 1) communication and clarification of learning outcomes, 2) alignment of formative assessment with learning outcomes, 3) diagnosis of students’ existing competencies and learning barriers to meeting learning outcomes, 4) adaptation based on diagnosis, and 5) continuous commitment to adaptation and improvement. This measure draws on questions (e.g., teaching-practice statements) often used in college teaching evaluation. This instrument also has high consistency in measuring AEPC (0.94). Unlike course evaluations, this measure shows no achievement bias by gender.

Authors

• Andrew Estrada Phuong, University of California - Berkeley

• Judy Nguyen, Stanford University

• Christopher Todd Hunn, University of California - Berkeley

• Fabrizio Daniel Mejia, Berkeley University of California