Taxonomy of Process Education: four sequential self-growth levels from Emerging to Accomplished¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The Taxonomy of Process Education (TPE) is a four-level measurement metric derived from Process Education, used in AMOVA to weight instrument items. "The four levels are also constructed to build towards the highest level of content knowledge or subject matter expertise": (1) Emerging, (2) Developing, (3) Proficient, and (4) Accomplished, "the highest level demonstrating mastery of the topic, concept, task, skillset, and/or requirement". The levels are viewed as sequential stages (or phases) of professional development and self-growth, with numeric weights 0 through 4 assigned by frequency descriptors (Never, Seldom, Occasionally, Often, Consistently).

Design Implications¶

Context¶

Requirements¶

• Items must be rated on the ordered 0-4 frequency-weighted scale tied to the four levels

Constraints¶

Target Learners¶

• adult learners and faculty in professional development

Target Learning Objectives¶

• measuring self-growth
• content mastery
• professional development progression

Claims¶

• AMOVA uses a null-hypothesis rejection cutoff at a TPE score of 2.45, which rounds via the nearest-integer function to 3.00 [+W]
• In the worked sample analysis of faculty professional development data, AMOVA yielded a final value of 3.00, a 'Proficient' level, leading to rejection of the null hypothesis [+W]

Related Theories¶

• Amova Accumulative Manifold Validation Analysis

Examples¶

• Use AMOVA to add validity and reliability assessment value for researcher-designed instruments, with further substantiating research

Key Sources¶

• Osler, J. E. (2015). AMOVA ["Accumulative Manifold Validation Analysis"]: An advanced statistical methodology designed to measure and test the validity, reliability, and overall efficacy of inquiry-based psychometric instruments. i-manager's Journal of Educational Technology, 12(3). https://eric.ed.gov/?id=EJ1098595. doi:10.26634/jet.12.3.3742