Research in Engineering Education Symposium 2011 - rees2009

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Universidad Politécnica de Madrid (UPM) Página 718 de 957 Yin, R. K. (2009). Case study research : design and methods (4th ed.). Thousand Oaks, Calif.: Sage Publications. Acknowledgements This work has been funded by a USQ Senior Learning and Teaching Fellowship. The authors would like to thank Lesley Jolly, Strategic Partnerships, for their assistance with the evaluation of the quality of experience aspect of this study. Copyright Statement Copyright © 2011 Kist, Brodie, Jolly: The authors assign to the REES organisers and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to REES to publish this document in full on the World Wide Web (prime sites and mirrors) on CD- ROM and in printed form within the REES 2011 conference proceedings. Any other usage is prohibited without the express permission of the authors. Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
Universidad Politécnica de Madrid (UPM) Página 719 de 957 Concept inventories as aids for instruction: a validity framework with examples of application James W. Pellegrino, Louis V. DiBello, Katie James, Natalie Jorion, Lianne Schroeder pellegjw@uic.edu , ldibello@uic.edu , kjames26@uic.edu , njorio2@uic.edu , leschroeder@gmail.com University of Illinois at Chicago United States of America Abstract: The utility of concept inventories (CIs) as assessment tools in engineering education settings is considered in the context of contemporary theories of assessment design, measurement, and validity. A comprehensive approach to validity analysis is described and applied to available evidence for three STEM CIs – CATS, TTCI, & SCI. The results reveal that a systematic approach to the compilation of validity evidence can enhance the design, evaluation, interpretation, and diagnostic application of CIs as well as their use in engineering courses as aids to assessment and instructional practice. Study Background The overarching goal of this project is to implement a comprehensive, multidisciplinary approach to the design and validation of concept inventories (CIs) that transforms how they can be used in STEM classrooms and enhances their instructional effectiveness and impact on student learning. We are conducting a validity analysis of three specific concept inventories used in engineering education: (1) the Thermal and Transport Concept Inventory (TTCI) (Miller et al., 2005; Miller et al., 2006), (2) the Concept Assessment Tool for Statics (CATS) (Steif & Dantzler, 2004), and (3) the Statistics Concept Inventory (SCI) (Allen et al., 2004). The approach we are taking is designed to generalize to other CIs. The current work takes full advantage of, and builds upon, prior conceptual and empirical work in developing the TTCI, CATS and SCI. We intend to demonstrate the general and specific benefits derived from applying a multifaceted validity analysis model to a range of concept inventories. Research Questions Instructors in engineering programs regularly raise concerns about the problems their students have in developing deep conceptual understanding within particular engineering disciplines and the challenges instructors face in assessing such understanding. Broad coverage of established sets of topics as commonly taught in engineering courses and a focus on developing practical problem solving skill too often results in students able to pass course exams without achieving deep conceptual understanding within the discipline. Concept inventories have been touted as one solution to this instructional and assessment dilemma. Examination of the validity and utility of CIs is especially important given their increased deployment in engineering courses as tools for both student and instructional evaluation. Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
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