Brief background of the VaNTH Observation System (VOS) As part of the VaNTH Engineering Research Center (ERC) in Bioengineering Education and Technology, the VaNTH Observation System (VOS) was developed. The four parts of the FOS capture (1) teacher-student interactions, (2) student engagement levels, (3) descriptive lesson information (including lesson content, lesson context, observer comments and extenuating circumstances) and (4) global classroom. aspects during a class period (Harris, 2003). This study will attempt to determine whether the VOS accurately registers key dimensions of the HPL framework.
The first three parts of the VOS (Classroom Interaction Observation, Student Engagement Observation, and Narrative Notes, respectively) record data in a cyclical pattern using a keyboard and hand-held personal data assistant (Figure 2-5). This study provides evidence for the criterion validity of the newly developed HPL index (from Study 3). An HPL index was created to examine the convergent validity of the CIO portion of the VOS.
Students interact in community in the classroom, so this is an HPL-oriented activity. one). This study examines the criterion validity of the HPL index (see Study 3) derived from the classroom interaction observation portion of the VOS. This part of the research examines the extent to which the Global Ratings part of the VOS represents the four HPL dimensions.
This part of the research examines the convergent validity of the VOS part for observing classroom interaction. It is assumed that if the current CIO is accurately recording part of the VOS. Therefore, this part of the research supports the convergent validity of the CIO part of the VOS.
Content Validity of the Classroom Interaction Observation Portion of the VOS
PROF: It will be available to you on the web in a slightly different form where you can fill in some of the questions, some of the answers to the questions, etc. PROF: But this is kind of a classroom version of that and the main Challenge is "how strong is strong". So. In the same way that you rated the three vignettes above, I would like you to rate the degree to which each of the following twenty vignettes represents the HPL framework as defined by Bransford, Brown, and Cocking (1999).
This way you can quickly and easily go through this part of the assessment. Not at all Only a little A little A lot Knowledge-oriented 1 2 3 4. PROF: Okay, you know this about muscles; you know a few other things about muscles. Not at all Only a little A little A lot Knowledge-oriented 1 2 3 4. PROF: Yes sir, what are your ideas.
Not at all Just a little A great deal Knowledge-centered 1 2 3 4. PROF: So the last thing. I wanted to work in this class to review the events of the cardiac cycle. PRO: Actually, the pressure generated on the right side of the heart is lower than that generated on the left side of the heart.
Not at all Just a little A little Very Focused on Knowledge 1 2 3 4. The professor stands at the front of the room, watching the class while they are in small groups, discussing possible answers to the three questions the professor has asked .). Not at all Just a little A little Very Focused on Knowledge 1 2 3 4. PROF: Now, why this instead of that. PROF: Can we determine how much of the force comes from the pectoralis major - how much of it comes from the latissimus dorsi.
Not at all Just a little Some Very Very Knowledge-centered 1 2 3 4. PROF: Remember Q is your first ventricular deflection. Not at all Just a little Some A lot Knowledge-centered 1 2 3 4. PROF: When you think about the articles, you can remember what we got out of them at the time and, in retrospect, why they were relevant to the course. PROF: So "And the Beat Goes On" looked at some sort of evolution of vertebrate hearts.
Content Validity of the Global Ratings Portion of the VOS Similar to the previous assessment, I would like for you to assess the extent to
Based on what you know about HPL, which labels best categorize product no. Not at all, just a little, a little, a lot, focused on knowledge The professor presents the challenge "How people learn" with new materials/. Based on what you know about HPL, which labels best categorize element no. 5. Not at all Just a little Some A lot Knowledge-focused The professor checks the student's understanding of the concept before the class begins.” Based on what you know about HPL, which labels best categorize element no. Not at all Just a little Somewhat A lot Focused on knowledge During the lesson, the professor checks the student's understanding of the concept.".
Given what you know about HPL, which label(s) best categorizes item #7. Not at all Just a little A great deal Knowledge-centered After the lesson, the professor seeks student assessment of what they learned and/or did not understand.”. Given what you know about HPL, which label(s) best categorizes item #8. Not at all Just a little Very Very Knowledge-centered Students ask questions for additional clarification.”. Not at all Just a little A great deal Knowledge-centered The professor periodically makes eye contact with all parts of the class.”.
Not at all Just a little A little A lot focused on knowledge The professor moves among the students.” Not at all Just a little A little A lot focused on knowledge The professor encourages/accepts students' questions.”. Not at all Just a little A little A lot focused on knowledge The professor asks clarifying questions that reveal the students' reasoning/.
Not at all Just a little Some Knowledge-centered students collaborate with others in solving problems in the classroom. VOS observers report that 10% of vignettes do not contain the knowledge-focused dimension and 90% of vignettes contain the knowledge-focused dimension. GR Indicator 6- The sequence is organized, but there is no clear reference to the professor's awareness of the sequence.
Reliability and validity of the early childhood classroom observation scale for accreditation of early childhood programs. Implications of undergraduate student norms for faculty enactment of principles of good practice in undergraduate education. Paper presented at the 27th Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 4-6, 1998).
