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Structural Validity and Reliability of Two Observation Protocols in College Mathematics.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Structural Validity and Reliability of Two Observation Protocols in College Mathematics./
作者:	Watley, Laura Erin.
面頁冊數:	1 online resource (117 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: B.
Contained By:	Dissertation Abstracts International78-11B(E).
標題:	Mathematics. -
電子資源:	click for full text (PQDT)
ISBN:	9781369872361

Structural Validity and Reliability of Two Observation Protocols in College Mathematics.
Watley, Laura Erin.

Structural Validity and Reliability of Two Observation Protocols in College Mathematics. - 1 online resource (117 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: B.

Thesis (Ph.D.)

Includes bibliographical references

Undergraduate mathematics education is being challenged to improve, with peer evaluation, student evaluations, and portfolio assessments as the primary methods of formative and summative assessment used by instructors. Observation protocols like the Mathematics Classroom Observation Protocol for Practices (MCOP2) and the abbreviated Reformed Teaching Observation Protocol (aRTOP) are another alternative. However, before these observation protocols can be used in the classroom with confidence, a study needed to be conducted to examine both the aRTOP and the MCOP2. This study was conducted at three large doctorate-granting universities and eight masters and baccalaureate institutions. Both the aRTOP and the MCOP2 were evaluated in 110 classroom observations during the Spring 2016, Fall 2016, and Spring 2017 semesters. The data analysis allowed conclusions regarding the internal structure, internal reliability, and relationship between the constructs measured by both observation protocols.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369872361Subjects--Topical Terms:

527692
Mathematics.
Index Terms--Genre/Form:

554714
Electronic books.

Structural Validity and Reliability of Two Observation Protocols in College Mathematics.
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500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: B.
500 $a Adviser: Jim Gleason.
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504 $a Includes bibliographical references
520 $a Undergraduate mathematics education is being challenged to improve, with peer evaluation, student evaluations, and portfolio assessments as the primary methods of formative and summative assessment used by instructors. Observation protocols like the Mathematics Classroom Observation Protocol for Practices (MCOP2) and the abbreviated Reformed Teaching Observation Protocol (aRTOP) are another alternative. However, before these observation protocols can be used in the classroom with confidence, a study needed to be conducted to examine both the aRTOP and the MCOP2. This study was conducted at three large doctorate-granting universities and eight masters and baccalaureate institutions. Both the aRTOP and the MCOP2 were evaluated in 110 classroom observations during the Spring 2016, Fall 2016, and Spring 2017 semesters. The data analysis allowed conclusions regarding the internal structure, internal reliability, and relationship between the constructs measured by both observation protocols.
520 $a The factor loadings and fit indices produced from a Confirmatory Factor Analysis (CFA) found a stronger internal structure of the MCOP 2. Cronbach's alpha was also calculated to analyze the internal reliability for each subscale of both protocols. All alphas were in the satisfactory range for the MCOP2 and below the satisfactory range for the aRTOP. Linear Regression analysis was also conducted to estimate the relationship between the constructs of both protocols. We found a positive and strong correlation between each pair of constructs with a higher correlation between subscales that do not contain Content Propositional Knowledge. This leads us to believe that Content Propositional Knowledge of the aRTOP is measuring something completely different, but not very well, and it needs to be assessed using another method. As noted above and detailed in the body of the work, we find support for the Mathematics Classroom Observation Protocol for Practices (MCOP2) as a useful assessment tool for undergraduate mathematics classrooms.
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