Both classes were observed several times using the Teaching Dimensions Observation Protocol (TDOP, Hora et al. 2013).
Results indicate that students perceived assessment as the most important of the five teaching dimensions and long-term student development as least important.
Data were collected using an internet survey designed to measure students' conceptions regarding five teaching dimensions referring to goals to be achieved, long-term student development, teaching methods, relations with students, and assessment.
Three teaching dimensions were investigated and the intended sum scores were investigated by IRT analysis.
One observation protocol in particular, the Teaching Dimensions Observation Protocol (TDOP), was expressly developed to observe postsecondary nonlaboratory courses.
The presence of multiple perspectives on any one experience also corresponds to Kelchtermans and Hamilton's (2004) proposed framework of teaching dimensions.
An increasingly popular segmented protocol for the college level is the Classroom Observation Protocol in Undergraduate STEM (COPUS; Smith et al., 2013), which was built from the Teaching Dimensions Observation Protocol (TDOP; Hora and Ferrare, 2010, 2012).
Therefore, it is urgent and important to develop a framework that incorporates both the teaching dimensions and clinical abilities that formulate the core competencies of clinical teachers in Taiwan.
There are a number of classroom observation protocols for undergraduate STEM that have been developed and validated, such as the Reformed Teaching Observation Protocol (Sawada et al., 2002), the Teaching Dimensions Observation Protocol (Hora et al., 2013), and the Classroom Observation Protocol for Undergraduate STEM (COPUS; Smith et al., 2013).
