Using Peer Instruction and the Flipped Classroom to Teach Reliability and Validity

Authors

  • Denise L Davidson Bloomsburg University of Pennsylvania

Keywords:

peer instruction, flipped classroom, validity, reliability,

Abstract

            Designed for a course on educational testing and assessment, the author describes a sequence of activities that capitalizes on peer instruction as an extension of social constructivist epistemology.  The inverted or “flipped classroom” frees class time for use of the approach, wherein students teach each other what they know about reliability and validity evidence in relation to assessment tools.  The sequence is relatively easy to implement and is adaptable to numerous disciplines and courses.

Author Biography

Denise L Davidson, Bloomsburg University of Pennsylvania

Assistant Professor, College Student Affairs program, Department of Teaching and Learning

Downloads

Published

2015-11-24

Issue

Vol. 4 No. 2 (2015)

Section

Tool Box

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others non-commercial use of the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).