Psychometric Properties of the Epistemological Development in Teaching Learning Questionnaire (EDTLQ): An Inventory to Measure Higher Order Epistemological Development

Autor/inn/en	Kjellström, Sofia; Golino, Hudson; Hamer, Rebecca; Van Rossum, Erik Jan; Almers, Ellen
Titel	Psychometric Properties of the Epistemological Development in Teaching Learning Questionnaire (EDTLQ): An Inventory to Measure Higher Order Epistemological Development
Quelle	In: Frontline Learning Research, 4 (2016) 5, S.1-33 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Psychometrics; Epistemology; Questionnaires; Qualitative Research; Foreign Countries; Item Response Theory; Teaching Methods; Higher Education; Factor Analysis; Online Surveys; College Students; College Faculty; Statistical Analysis; Thinking Skills; Sweden + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Erkenntnistheorie; Fragebogen; Qualitative Forschung; Ausland; Item-Response-Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Faktorenanalyse; Collegestudent; Fakultät; Statistische Analyse; Denkfähigkeit; Schweden
Abstract	Qualitative research supports a developmental dimension in views on teaching and learning, but there are currently no quantitative tools to measure the full range of this development. To address this, we developed the Epistemological Development in Teaching and Learning Questionnaire (EDTLQ). In the current study the psychometric properties of the EDTLQ were examined using a sample (N = 232) of teachers from a Swedish University. A confirmatory factor and Rasch analysis showed that the items of the EDTLQ form a unidimensional scale, implying a single latent variable (eg epistemological development). Item and person separation reliability showed satisfactory levels of fit indicating that the response alternatives differentiate appropriately. Endorsement of the statements reflected the preferred constructivist learning-teaching environment of the response group. The EDTLQ is innovative since is the first quantitative survey to measure unidimensional epistemological development and it has a potential to be used as an apt tool for teachers to monitor the development of students as well as to offer professional development opportunities to the teachers. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01