When conceptual assessment tools are not used for assessing instruction or measuring student learning gains, instructors may use individual items from those assessments as "concept questions" to generate in-class discussions and facilitate biology learning, as encouraged by Klymkowsky et al. (2003), D'Avanzo (2008), and Shi et al. (2010).
Examination of planning documents and student performance are also useful tools for assessing instruction.
As mentioned previously, one thing a national network for GTA PD can do is suggest rubrics and surveys that have been successfully used for assessing instruction (e.g., COPUS [ Smith et al., 2013] and OTAOP [ Miller et al., 2014]) and could be used to assess GTA PD programs.
The purpose of this study was to assess whether instruction wording that is, implicit versus explicit dosage intervals was associated with participants' ability to describe and correctly measure a dose of a commonly prescribed liquid pediatric prescription medication.
Other recent research also has found that 20 min is an appropriate time period for assessing classroom instruction [8].
Many studies assessing classroom instruction and learning environment have relied on self-report data from administrators, teachers, or students (e.g., [12, 23]).
This paper reports on a study that used multiple data points to assess learning and instruction in a "flipped" computer science course.
Eligibility criteria and clinical status were assessed, and instructions for vasodilator therapy withdrawal were given to each subject.
However, researchers should also assess accuracy of instructions (if relevant) as these were also frequently inaccurate.
To assess whether the instructions to empathize significantly changed the group differences, we performed an interaction analysis between Group (psychopathic versus control participants) and Experiment (observation and empathy).
