2023 ASEE Annual Conference & Exposition

Response Process Validity of the CBE Adaptability Instrument When Used with Engineering Instructors

Presented at Instrument Design and Development

Abstract

This research study focused on the collection and analysis of validity evidence for an instrument that measures individual adaptability in the engineering instructional context. There is a wide array of teaching practices and strategies that have been shown to improve students’ learning. The recent pandemic has illustrated how new practices can be externally imposed and adopted by instructors. However, there is little known about how instructors’ cognitive, behavioral, and emotional (CBE) adaptability interacts with imposed changes. The purpose of this study was to collect and evaluate response process validity evidence of an adaptability instrument when used with engineering instructors. Response process validity evidence is one of the five sources of validity evidence within the Contemporary Validity Framework. The overarching research question was “How do participating engineering instructors interpret and make meaning of the CBE adaptability instrument’s items?” Data were collected through interviews with five participants from an R1 university in the USA. Cognitive interviews were used to explore the participants’ interpretation of the adaptability survey instruments’ items. Participants verbalized their thinking while responding to the items. The analysis of the participants’ responses highlighted interpretation concerns for specific items. Findings include recommendations for changes to the instrument instructions and changes to individual items. Long term, the adaptability instrument may be used to look at individual, department, and college level adaptability as a means of identifying and developing strategies to support change.

Keywords: faculty, qualitative, interviews, affective, response validity

Authors
  1. Grace Panther University of Nebraska - Lincoln [biography]
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