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首页> 美国卫生研究院文献>CBE Life Sciences Education >The Faculty Self-Reported Assessment Survey (FRAS): Differentiating Faculty Knowledge and Experience in Assessment
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The Faculty Self-Reported Assessment Survey (FRAS): Differentiating Faculty Knowledge and Experience in Assessment

机译：教师自我报告评估调查（FRAS）：区分教师的评估知识和经验

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摘要

Science, technology, engineering, and mathematics education reform efforts have called for widespread adoption of evidence-based teaching in which faculty members attend to student outcomes through assessment practice. Awareness about the importance of assessment has illuminated the need to understand what faculty members know and how they engage with assessment knowledge and practice. The Faculty Self-Reported Assessment Survey (FRAS) is a new instrument for evaluating science faculty assessment knowledge and experience. Instrument validation was composed of two distinct studies: an empirical evaluation of the psychometric properties of the FRAS and a comparative known-groups validation to explore the ability of the FRAS to differentiate levels of faculty assessment experience. The FRAS was found to be highly reliable (α = 0.96). The dimensionality of the instrument enabled distinction of assessment knowledge into categories of program design, instrumentation, and validation. In the known-groups validation, the FRAS distinguished between faculty groups with differing levels of assessment experience. Faculty members with formal assessment experience self-reported higher levels of familiarity with assessment terms, higher frequencies of assessment activity, increased confidence in conducting assessment, and more positive attitudes toward assessment than faculty members who were novices in assessment. These results suggest that the FRAS can reliably and validly differentiate levels of expertise in faculty knowledge of assessment.
机译：科学，技术，工程和数学教育改革的努力要求广泛采用基于证据的教学，在这种教学中，教职员工通过评估实践来关注学生的学习成果。对评估重要性的认识表明，需要了解教师知道什么以及他们如何参与评估知识和实践。教师自我报告评估调查（FRAS）是一种用于评估科学教师评估知识和经验的新工具。仪器验证由两项不同的研究组成：对FRAS的心理计量特性进行实证评估，以及对已知群体进行比较以验证FRAS区分教师评估经验水平的能力。发现FRAS是高度可靠的（α= 0.96）。仪器的尺寸使得评估知识可以分为程序设计，仪器和验证类别。在已知群体验证中，FRA区分了具有不同评估经验水平的教师群体。与正式评估的新手相比，拥有正式评估经验的教师自称对评估术语的熟悉程度更高，评估活动的频率更高，对评估的信心增加，并且对评估的态度更加积极。这些结果表明，FRA可以可靠，有效地区分教师评估知识的专业水平。

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