Measures of Instructional Reform

Research-Based Measures of Instructional Reform


A report published by AAAS offers guidelines on measuring instructional practices in STEM undergraduate classrooms and tools available as of 2013 (click here to access the report). The lists below are specific to STEM and are updated as new tools are developed.

Classroom Observation Protocols
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Segmented Protocols
  • Classroom Observation Protocol for Undergraduate STEM (COPUS)
  • Teaching Dimension Observation Protocol (TDOP)
    More information can be found here
  • Practical Observation Rubric to Assess Active Learning (PORTAAL)
    More information can be found here

Holistic Protocols
  • Reformed Teaching Observation Protocol (RTOP)
    More information can be found here

Continuous Protocols
  • Observing Patterns of Adaptive Learning (OPAL)
    More information can be found here
Self-Reported Surveys
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The Teaching Practices Inventory (TPI): Self-report from faculty on instructional practices inside and outside the classroom (click here to access)

Postsecondary Instructional Practices Survey (PIPS): Self-report from faculty of teaching practices (click here to access)
Classroom Artifacts
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Syllabus Rubric: The rubric places syllabus on a spectrum from content-focused to learning-focused (click here to access).

Learner-Centered Teaching Rubrics: Phyllis Blumberg has developed a series of rubrics that are intended to both help faculty move their practices toward learner-centered and assess change in instructional practices as a result of an instructional reform (click here to access; click here to know more).

Task Analysis Guide in Science (TAGS): TAGS measures the cognitive demand of a task and the extent to which the task integrates scientific content and practices. (Click here to know more)