OBSERVATION PROTOCOL: CONSTRUCT VALIDITY RESEARCH LESSON
The purpose of having several instructors observe the class is to gather as much information about the process of the lesson as possible. Your primary task is to observe how the students respond to the lesson and make some conclusions about how well the LESSON worked. In other words, please note behaviors of the students and the benefits/difficulties of the lesson, NOT the behaviors of the instructor J!
You will be observing one group of approximately 5 students.
Given the goal of helping students understand the logic underlying construct validity, please look for evidence/examples that students are tying their understanding of depression to how people should score on their test, if, indeed their test does a good job at measuring depression.
Please do take notes on your group’s behavior. In addition to noting any good and poor examples of their ability to think about the logic of construct validity, please also note such things as
- How the group developed their definition of depression. Did they integrate their individual definitions? Did they simply string their individual definitions together? Something else?
- Did they use the term “construct” during their work? If so, in what ways? Based on their discussion, evaluate their understanding of “construct.”
- Any evidence that the students seemed interested and/or engaged in the lesson
- Any derailing of the process
- Any problems in the group dynamics (dominating members, quiet members, etc.)
- Any problems understanding the directions
- Anything else you think is substantial!