The development and psychometric properties of an educational development impact questionnaire. (September 2021)

• Record Type: Journal Article
• Authors: Miller-Young, Janice; Marin, Luis Fernando; Poth, Cheryl; Vargas-Madriz, Luis Francisco; Xiao, Jiaying
• Is Part Of: Studies in educational evaluation. Volume 70(2021)
• Publication Date: 2021-09
• Subjects: Educational development -- Program evaluation -- Higher education -- Exploratory factor analysis -- Questionnaire development -- Psychometric properties; Curriculum evaluation -- Periodicals; Educational tests and measurements -- Periodicals; Programmes d'études -- Evaluation -- Périodiques; Tests et mesures en éducation -- Périodiques; 375.006
• DOI: 10.1016/j.stueduc.2021.101058
• Languages: English
• ISSNs: 0191-491X

Abstract

Highlights: User-friendly, adaptable, and psychometrically sound survey instrument. For evaluating the complex outcomes of educational development work. Two different cut-scores generate two models of factor structures. One model for assessing medium-term outcomes (quality assurance, annual reporting). One model for assessing short-term outcomes (formative evaluation). Abstract: The purpose of this study was to develop and provide psychometric evidence of the Educational Development Impact Questionnaire (EDIQ) for evaluating complex outcomes of multifaceted educational development work within centres of teaching and learning. Our study addresses the need for a user-friendly and psychometrically sound survey instrument adaptable to differing higher education contexts. Our outcomes framework, mapping the intended short- and medium-term outcomes of our centre's educational development activities, provided the necessary framework on which to create survey items. Scores from 267 instructors from a research-intensive university provided the data for examining the EDIQ's initial factor structure using exploratory factor analysis. We justify our use of two different cut-scores to generate two models of factor structures. Factors common to both models are instructor growth, scholarship of teaching and learning, technology integration, impact on students, and knowledge enhancement. We discuss how the models provide different opportunities for assessing short-term and medium-term outcomes over time and the usefulness of the EDIQ beyond the current study context.