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Article
Investigating Faculty Familiarity with Assessment Terminology by Applying Cluster Analysis To Interpret Survey Data
Journal of Chemical Education
  • Jeffrey R. Raker, University of South Florida
  • Thomas Holme, Iowa State University
Document Type
Article
Publication Version
Published Version
Publication Date
1-1-2014
DOI
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.
Comments

Reprinted (adapted) with permission from J. Chem. Educ., 2014, 91 (8), pp 1145–1151. Copyright 2014 American Chemical Society.

Copyright Owner
American Chemical Society
Language
en
File Format
application/pdf
Citation Information
Jeffrey R. Raker and Thomas Holme. "Investigating Faculty Familiarity with Assessment Terminology by Applying Cluster Analysis To Interpret Survey Data" Journal of Chemical Education Vol. 91 Iss. 8 (2014) p. 1145 - 1151
Available at: http://works.bepress.com/thomas_holme/24/