Poster: "Active Assessment and Interactive Epistemology: Predicting Student Outcomes in Introductory STEM Courses Using Promising Practices and Instructor Track"
Event: 2018 School of Education Research Poster Celebration
Date: Friday, September 28, 2018
Time: 3:30-5:00 pm
Location: School of Education Courtyard
Presenter: Gabe Avakian Orona
Poster Title: "Active Assessment and Interactive Epistemology: Predicting Student Outcomes in Introductory STEM Courses Using Promising Practices and Instructor Track"
Poster Advisor: Rachel Baker
Undergraduate STEM education is of primary national interest. Recent research has promoted the adoption of a body of instructional techniques (coined “promising practices”) aimed to increase the quality of teaching and learning in STEM, though the implementation of these practices is not widely understood. In this study, we explore patterns of STEM teaching practices across instructor characteristics using classroom observations. Additionally, we test the association between two emergent dimensions, active assessment and interactive epistemology, and student grades. Our findings suggest that the benefit of using promising practices depends on the track of the instructor. Future research should consider testing subsequent outcomes such as the next grade in the course sequence, as well as examine a richer set of teacher characteristics.
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