Development and validation of the Classroom Observation Protocol for Engineering Design (COPED)

2019 ◽  
Vol 56 (9) ◽  
pp. 1285-1305 ◽  
Author(s):  
Lindsay B. Wheeler ◽  
Shannon L. Navy ◽  
Jennifer L. Maeng ◽  
Brooke A. Whitworth
Keyword(s):  
Engineering Design ◽  
Classroom Observation ◽  
Observation Protocol ◽  
Development And Validation

scholarly journals Development and Validation of Poksd-Porsd Protocol Assessment of Engineering in Elementary Classroom

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
C Anwar ◽  
W Sopandi ◽  
U S Sa’ud ◽  
W T Pratiwi ◽  
H Inderawan
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Basic Education ◽  
Classroom Observation ◽  
Project Based Learning ◽  
Assessment Instruments ◽  
School Teachers ◽  
Observation Instruments ◽  
Observation Protocol ◽  
Development And Validation

The aim of this study was to develop and validate classroom observation instruments designed to reveal the emergence of engineering activities in primary school teachers in project-based learning. The instruments developed included the elementary school classroom observation protocol sheet (POKSD) and the elementary school engineering observation protocol assessment (PORSD). Task items were arranged based on indicators adapted from COPUS (Classroom Observation Protocol for Undergraduate STEM) items. The initial design of the instrument was consulted with three experts based on learning objectives. The instrument was then validated by three experts in the field of basic education. The instrument test was conducted on teachers and 5th-grade students of UPI Bandung Laboratory (N = 1). POKSD and PORSD were assessed by three raters. Scores from the three raters were then analyzed using two-way ANOVA. The results showed that the intra-class correlation of performance assessment instruments was adequate (ICC = 0.773). The findings of this study demonstrated that the instrument was reliable and could be used for the emergence of engineering activities in elementary school teachers.

scholarly journals AN INSTRUMENT FOR ENGLISH MEDIUM INSTRUCTION (EMI) CLASSROOM OBSERVATION IN HIGHER EDUCATION

2020 ◽  
pp. 221
Author(s):  
Ron Martinez ◽  
Francisco Fogaça ◽  
Eduardo Henrique Diniz de Figueiredo
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Bilingual Education ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Official Language ◽  
Observation Instrument ◽  
English Medium Instruction ◽  
Development And Validation

AbstractClasses taught through English in higher education (in countries where English is not an official language) is a growing phenomenon worldwide. In Brazil the trend has only emerged in the last decade, and has faced some resistance on many fronts, including among professors.  One of the concerns raised by professors is related to their identity: essentially, are instructors who teach through a foreign language delivering a class that is qualitatively different?  For example, are they as able to interact with the students in the same way they would in their L1?  In order to move beyond mere conjecture regarding these and related questions, the present study describes the development and validation of a classroom observation instrument designed to be used (or adapted for use) by researchers wishing to investigate issues surrounding, especially, interactivity in English Medium Instruction in higher education settings.Key words: EMI, classroom interaction, bilingual education, internationalization ResumoAulas ministradas no ensino superior por meio de língua inglesa (em países onde o inglês não é um idioma oficial) é um fenômeno crescente no mundo acadêmico. No Brasil, a tendência só surgiu na última década e tem enfrentado certa resistência em muitas frentes, inclusive entre os professores. Uma das preocupações levantadas por docentes é relacionada à identidade: isto é, será que os professores que ensinam através de uma língua estrangeira ministram uma aula qualitativamente diferente? Por exemplo, será que eles conseguem interagir com os alunos da mesma maneira que eles conduzem uma aula na primeira língua? Para ir além da mera conjectura sobre essas e outras questões relacionadas, o presente estudo descreve o desenvolvimento e a validação de um instrumento de observação de aula projetado para ser usado (ou adaptado para uso) por pesquisadores que desejam investigar questões relacionadas, principalmente, à interatividade didática quando em contextos de Inglês como Meio de Instrução em inglês no âmbito do ensino superior.Palavras chave:EMI, Inglês como Meio de Instrução, ensino bilingue, internacionalização

scholarly journals Measuring Teaching Practices at Scale: Results from the Development and Validation of the Teach Classroom Observation Tool

2018 ◽  
Author(s):  
Ezequiel Molina ◽  
Syeda Farwa Fatima ◽  
Andrew Ho ◽  
Carolina Melo Hurtado ◽  
Tracy Wilichowksi ◽  
...  
Keyword(s):  
Teaching Practices ◽  
Classroom Observation ◽  
Development And Validation

scholarly journals Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study

2019 ◽  
Vol 6 (2) ◽  
pp. 186-212
Author(s):  
Kimberly Cervello Rogers ◽  
Robert Petrulis ◽  
Sean P. Yee ◽  
Jessica Deshler
Keyword(s):  
Factor Analysis ◽  
Student Engagement ◽  
Exploratory Factor Analysis ◽  
Graduate Student ◽  
Internal Consistency ◽  
Interrater Reliability ◽  
Scree Plot ◽  
Observation Protocol ◽  
Development And Validation ◽  
Student Instructor

AbstractThis paper presents the development and validation of the 17-item mathematics Graduate Student Instructor Observation Protocol (GSIOP) at two universities. The development of this instrument attended to some unique needs of novice undergraduate mathematics instructors while building on an existing instrument that focused on classroom interactions particularly relevant for students’ development of conceptual understanding, called the Mathematical Classroom Observation Protocol for Practices (MCOP2). Instrument validation involved content input from mathematics education researchers and upper-level mathematics graduate student instructors at two universities, internal consistency analysis, interrater reliability analysis, and structure analyses via scree plot analysis and exploratory factor analysis. A Cronbach-Alpha level of 0.868 illustrated a viable level for internal consistency. Crosstabulation and correlations illustrate high level of interrater reliability for all but one item, and high levels across all subsections. Collaborating a scree plot with the exploratory factor analysis illustrated three critical groupings aligning with the factors from the MCOP2 (student engagement and teacher facilitation) while adding a third factor, lesson design practices. Taken collectively, these results indicate that the GSIOP measures the degree to which instructors’ and students’ actions in undergraduate mathematics classrooms align with practices recommended by the Mathematical Association of America (MAA) using a three-factor structure of teacher facilitation, student engagement, and design practices.

scholarly journals I’ve Been Given COPUS (Classroom Observation Protocol for Undergraduate STEM) Data on My Chemistry Class... Now What?

2020 ◽  
Vol 97 (4) ◽  
pp. 1181-1189 ◽  
Author(s):  
Barbara A. Reisner ◽  
Cole L. Pate ◽  
Melissa M. Kinkaid ◽  
Daniel M. Paunovic ◽  
Justin M. Pratt ◽  
...  
Keyword(s):  
Classroom Observation ◽  
Observation Protocol

scholarly journals The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

2013 ◽  
Vol 12 (4) ◽  
pp. 618-627 ◽  
Author(s):  
Michelle K. Smith ◽  
Francis H. M. Jones ◽  
Sarah L. Gilbert ◽  
Carl E. Wieman
Keyword(s):  
Teaching Practices ◽  
Classroom Observation ◽  
Critical Role ◽  
Observation Data ◽  
College Science ◽  
Science Technology ◽  
New Instrument ◽  
Improving Student Learning ◽  
And Mathematics ◽  
Observation Protocol

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To help facilitate this process, we present a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM or COPUS. This protocol allows STEM faculty, after a short 1.5-hour training period, to reliably characterize how faculty and students are spending their time in the classroom. We present the protocol, discuss how it differs from existing classroom observation protocols, and describe the process by which it was developed and validated. We also discuss how the observation data can be used to guide individual and institutional change.

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