Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning
Keyword(s):
The Classroom Observation Protocol for Undergraduate STEM (COPUS) instructional styles reliably distinguish between frequency patterns of classroom behaviors, but do not readily discern differences in formative assessment and feedback. Given the positive relationship between formative assessment and student learning, this study highlights the limitations of the COPUS in documenting the results of STEM reform.
2021 ◽
Vol 21
(16)
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pp. 625-639
2021 ◽
Keyword(s):
2017 ◽
Vol 36
(3)
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pp. 302-323
Keyword(s):
2017 ◽
Vol 9
(3)
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pp. 130-147
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