1 / 14

Electronic Quality of Inquiry Protocol (EQUIP): Assessing the Quality of Inquiry-Based Instructional Practice

Electronic Quality of Inquiry Protocol (EQUIP): Assessing the Quality of Inquiry-Based Instructional Practice. ASTE 2009 Jeff C. Marshall. Status of Inquiry-Based Instruction . Teachers know it is important Some try However, many find it difficult to implement

issac
Download Presentation

Electronic Quality of Inquiry Protocol (EQUIP): Assessing the Quality of Inquiry-Based Instructional Practice

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Electronic Quality of Inquiry Protocol (EQUIP): Assessing the Quality of Inquiry-Based Instructional Practice ASTE 2009 Jeff C. Marshall

  2. Status of Inquiry-Based Instruction • Teachers know it is important • Some try • However, many find it difficult to implement • PD facilitators need formative guide • Teachers need way to self-monitor performance

  3. Need • The Call: Inquiry should be a central tenet of sound instructional practice (AAAS, 1993, 1998; Bransford, Brown, & Cocking, 2000; Llewellyn, 2002; NCTM, 1991, 2000; NRC, 1996, 2000). • Teacher Perceptions: Teachers believe that they are spending 38.7% of their time on inquiry-based instruction (Marshall, Horton, Igo, and Switzer, In Press). • Teacher Ideals: Teachers see that they should ideally be devoting about 57.3% of their time leading inquiry based instruction (Marshall, Horton, Igo, and Switzer, In Press). • Overall Quality: The perception is high yet the quality is low—inquiry is often mistaken for activities (Moscovici & Holdlund-Nelson, 1998).

  4. Some Other Protocols • Inside the Classroom Observational Protocol (Horizon Research, 2002) • Reformed Teaching Observation Protocol, R-TOP (Sawada et al., 2000) • Science Management Observation Protocol, SMOP, (Sampson, 2004) • Science Teacher Inquiry Protocol, STIR (Beerer & Bodzin, 2003)

  5. Development of EQUIP Protocol • Began with variation of R-TOP and Inside the Classroom • Field Tested • Moved away from Likert Scale to Descriptive Rubric • Tested Reliability (Inter-rater and Item) • Field Tested • Conducted Confirmatory Factor Analysis • Field Testing Current Version

  6. Reliability and Validity • Face Validity—seven member team • Internal Consistency—n = 102 (-value ranged from .880-.889 before CFA to .858-.912 after) • Inter-rater reliability—16 paired observations (Cohen’sscores ranged from .55-.61) • Content Validity (see paper) • Construct Validity—CFA run (2//df 2 indicates reasonable fit (Kline, 2005), RMSEA of .1 is on the threshold of reasonable fit (Browne & Cudeck, 1993), SRMR < .1 is considered favorable (Kline, 2005), and the computerized fit index, CFI, of > .90 is considered a good fit (Hu & Bentler, 1999))

  7. Confirmatory Factor Analysis • Began with 3 factors (instruction, curriculum, & ecology) with 26 total indicators • CFA showed 4 factors (19 total indicators) loaded better (instruction, discourse, assessment, & curriculum)

  8. Sample to Illustrate Time Usage Factors

  9. Sample of Instructional Factors Associated with Inquiry-Based Instruction

  10. Sample of Discourse Factors Associated with Inquiry-Based Instruction

  11. Sample of Assessment Factors Associated with Inquiry-Based Instruction

  12. Sample of Curriculum Factors Associated with Inquiry-Based Instruction

  13. EQUIP Summary • Reliable and valid measure • Valuable measure of inquiry-based instruction • Instruction • Discourse • Assessment • Curriculum • Useful for practitioners, PD facilitators, and in-service preparation

  14. More Information • Jeff C. Marshall • Email: marsha9@clemson.edu • Website: www.clemson.edu/iim

More Related