Abstract
In response to the need for research-based assessment tools for effective teaching and to provide feedback to graduate teaching assistants about their instructional interactions in a classroom, the Global Real-time Assessment Tool for Teaching Enhancement (G-RATE) has been developed.The G-RATE has a flexible and easy-to-use interface that allows use in lecture and laboratory environments to collect data from a variety of stakeholders, including undergraduate students,instructors, researchers, and administrators.This paper presents a brief overview of the revised version of the Observer function of the G-RATE (Cox, Hahn, McNeill, Cekic, Zhu, & London, 2011) (Figure 1), which collects real-time classroom data framed within the context of Bransford, Brown, and Cocking’s (1999) “How People Learn” framework and reports information about the reliability of this function. Using both pen-and-paper and video vignettes of engineering classroom occurrences, researchers report the process for determining the interrater (inter-observer) reliability of this function and report possible changes to the G-RATE based upon reliability measures. Future work related to the Observer function is presented.
Keywords
2013, ASEE, G-RATE
Date of this Version
2013
Comments
2013 ASEE Annual Conference, Atlanta, Georgia.
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference.
https://peer.asee.org/22417