By: Maryellen Weimer, PhD
New Approaches, Instruments and Emphases
Eddy, S. L., Converse, M., and Wenderoth, M. P., (2015). PORTAAL: A classroom observation tool assessing evidence-base teaching practice for active learning in large science, technology, engineering and mathematics classes. Cell Biology Education, 14 (Summer), 1-16.
Identifies best practices in active learning and designs an observational tool that can be used to document the extent to which instructors incorporate these practices in their classrooms.
Hoon, A., Oliver, E., Szpakowska, K., and Newton, P., (2015). Use of the Stop, Start, Continue method is associated with the production of constructive qualitative feedback by students in higher education. Assessment & Evaluation in Higher Education, 40 (5), 755-767.
A simple feedback mechanism improved the quality of student provided feedback.
Smith, M. K., Jones, F. H. M., Gilbert. S. L., and Weiman, C. E. (2013). The classroom observation protocol for undergraduate STEM (COPUS): A new instrument to characterize university STEM classroom practices. Cell Biology Education, 12, (Winter), 618-625.
Focuses on what students are doing and what the instructor is doing at 2 minute intervals during a class. Does not offer judgments but identifies behaviors. At 1.5 hours of training, observations are reliable. Can be used in individual faculty, departments and/or institutions.