Investigating Faculty Familiarity with Assessment Terminology by Applying Cluster Analysis To Interpret Survey Data
Document Type
Article
Publication Date
2014
Digital Object Identifier (DOI)
https://doi.org/10.1021/ed500075e
Abstract
A cluster analysis was conducted with a set of survey data on chemistry faculty familiarity with 13 assessment terms. Cluster groupings suggest a high, middle, and low overall familiarity with the terminology and an independent high and low familiarity with terms related to fundamental statistics. The six resultant clusters were found to be associated with key demographic variables such as institution type, chemistry subdiscipline, and years of teaching experience. Implications of this work include informing the creation of targeted professional development opportunities for faculty based on representative familiarity levels, leveraging both high and low familiarity with the 13 assessment terms.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Journal of Chemical Education, v. 91, issue 8, p. 1145-1151
Scholar Commons Citation
Raker, Jeffrey R. and Holme, Thomas A., "Investigating Faculty Familiarity with Assessment Terminology by Applying Cluster Analysis To Interpret Survey Data" (2014). Chemistry Faculty Publications. 219.
https://digitalcommons.usf.edu/chm_facpub/219
