electronic quality of inquiry protocol (equip): assessing the quality of inquiry- based...
TRANSCRIPT
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• PD facilitators need formative guide • Teachers need way to self-monitor
performance
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).
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)
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
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))
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)
Sample to Illustrate Time Usage Factors
Sample of Instructional Factors Associated with Inquiry-Based Instruction
Sample of Discourse Factors Associated with Inquiry-Based Instruction
Sample of Assessment Factors Associated with Inquiry-Based Instruction
Sample of Curriculum Factors Associated with Inquiry-Based Instruction
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
