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Abstract Title: Themes in student self-assessments of attitudinal development in the CLASS
Abstract: Response-shift bias explains how changes in students' criteria for self-evaluation can suppress the effect of educational interventions in pre-to-post shifts of self-reported metrics, such as the Colorado Learning Attitudes about Science Survey (CLASS). Therefore, the static or declining pre-to-post shifts seen in the CLASS might not reflect development in students' reasoning about themselves based on new knowledge of physics. We investigated possible causes of response-shift bias in the CLASS by adding a free response question after select CLASS items during a two-pass survey administration, asking students to explain their reasoning behind their expected and perceived shifts. We present the themes that occurred most clearly in students' free responses to one survey item, which highlight the established forms of response-shift bias: recalibration of the students' standards of measurement, reprioritization of the students' values, and reconceptualization of the subject's content.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session 2 Room C
Poster Number: 2C-16
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: William Paulger
University of North Florida
Jacksonville, FL 32224
Co-Author(s)
and Co-Presenter(s)
William Paulger, Brendan McEnroe, Ivy Shaw, Ian Crawford-Goss, and W. Brian Lane (University of North Florida)