June 15, 2019
June 15, 2019
October 19, 2019
Educational Research and Methods
This research paper presents the development and validation of an instrument intended to measure the engagement of students with a standards-based grading (SBG) system. A 26-item instrument was developed with a theoretical structure meant to examine three aspects of student engagement with an SBG system: their use of stated learning objectives (LOs) (9 items), their timely access to feedback (7 items), and their use of feedback to guide subsequent learning (10 items). The instrument was administered in a large first-year engineering course at a Midwestern university that used a well-developed SBG system. Following cleaning and imputation procedures, an Exploratory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA) of student responses was done to examine internal validity. Additionally, the Cronbach alpha was computed for the complete instrument and for each subscale. The results of this analysis indicated seven subscales with the retention of 21 items and a general Cronbach alpha of 0.94. Each subscale in the Engagement with SBG System Questionnaire had three items, each with a Cronbach alpha coefficients greater than 0.8. The seven subscales accounted for 67.7% of the total variance. Two subscales showed significant difference when an intervention known to improve students' timely review of feedback was implemented. A demonstration of the use of the instrument is provided.
Diefes-Dux, H. A., & Cruz Castro, L. M. (2019, June), Validation of an Instrument to Measure Student Engagement with a Standards-Based Grading System Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33530
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