Taking a psychometric approach to developing a tool for measuring values attributed to D&T
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The Subject Values Instrument for Design and Technology Education (SVA-D&T) is a 28 item (statements) tool for measuring the values people attribute to design and technology education (D&TE). In our presentation we will describe the mixed methods (qualitative and quantitative) validation processes involved in the develop of the SVA-D&T, alongside and some preliminary data. We will also explain why the SVA-D&T is needed by researchers and curriculum planners.
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Taking a psychometric approach to developing a tool for measuring values attributed to D&T
- 1. Taking a psychometric approach to developing a tool for measuring values attributed to D&T Dr Alison Hardy | Dr Andrew Dunn | Dr RichardTrigg
- 2. Measuring the value of D&T Dr Alison Hardy | Dr Andrew Dunn | Dr RichardTrigg what people think is
- 3. What do others think is the point of design and technology education? Alison Hardy, Kaylie Gyekye, Claire Wainwright An assortment box of views: different perceptions of D&T’s purpose and structure Alison Hardy Rhetoric and Interpretation: The Values Students and Special Interest Groups Attribute to Design & Technology Alison Hardy Starting the Journey: Discovering the point of D&T Alison Hardy
- 4. Values Values we hold Value we attribute
- 5. Values Values we hold Value we attribute
- 7. Two aims 1. Understand the values attributed to D&T by different groups of people
- 11. Two aims 1. Understand the values attributed to D&T by different groups of people 2. Understand whether the value each person attributes is a factor in their motivation/behaviour towards D&T
- 14. 23 interviews 32 value statements PhD study Subject teachers Non-Subject teachers Pupils School senior leaders Academics/ researchers Student teachers
- 18. 5 factors: 28 statements • Careers, life and the economy (7) • Creative and critical thinking (6) • Making and creating (6) • Technology and design (4) • Transferrable skills for personal development (5)
- 20. Exploratory Factor Analysis (pupil data)
- 21. Practical Intrinsic Learn about materials, processes and tools Learn how to solve problems Learn to work as part of a team Learning about the positive and negative aspects of technologies Develop a critical understanding of the impact of products on people and the environment After making something, there is a sense of achievement Develop curiosity Freedom to be creative Learning through using hands and minds together Opportunity to make and create something
- 27. Teachers • Gender • Role (class teacher, subject lead, student teacher) • Studied D&T at school • Age when they stopped studying D&T
- 28. Two aims 1. Understand the values attributed to D&T by different groups of people 2. Understand whether the value each person attributes is a factor in their motivation/behaviour towards D&T
- 31. Two aims 1. Understand the values attributed to D&T by different groups of people 2. Understand whether the value each person attributes is a factor in their motivation/behaviour towards D&T
- 32. Thanks to … The 10 schools & their teachers Sasha Fairchild-Dunkley Jess Williams Tyler Bridgewater Jocelyn MoralesVerdejo Konstantina Maragkou
Editor's Notes
- This is the formal title from the team
- This is the one I understand
- But first let’s explore what we mean by value which is a complex concept. We can talk about the values we hold - the human values we have like friendship
- But we also give value to something else, we attribute a value that’s what the focus is on the way we are describing value in this project What are the values we attribute to a school school subject, in the same way that we attribute a monetary value to an object, we attribute a value to a subject.
- WE are interested in values is because there is much research about how values influence peoples choices. And by measuring how people value D&T, we hope to uncover those values influence peoples behaviour, attitude and choices
- To do this stage of the project there are two aims. First to understand the values attributed to design and technology by different groups of people
- May discover is that these different groups actually all have the same values – they align. When talking about different groups we might think about different characteristics of the different groups or different demographic data information about the groups. Such as age gender ethnicity and location.
- The values may not align then maybe something slightly different between these groups
- And we may find a complete misalliance, or another way of putting it is dissonance.
- Is today and see whether the values a person attribute to the subject actually it is a factor in their motivation behavior and choices. So for example in design and technology I really interested in whether children have a particular value children who have a particular value may be more inclined to choose to study GCSE design and technology post 14.
- to do this we need to develop a scale Let me explain how we are validating this scale.
- So several steps Are going through and I’m going to talk you through to where we are at the moment in this process
- It began with my PhD which I started in 2011 and completed in 2017 with people from these groups. And from those 23 interviews there were 32 different values of design and technology. Now again I’m not going to go into the detail of what they 32 statements were and whether there is any consensus or dissonance between them, I’ll put in the chat links to things that are published that show some of that. We weren’t convinced we had reached a saturation point
- The next stage of validating ways to just talk with more people who knew about design and technology to check out the 32 statements. Know what this does is it adds a confidence the almost reached an absorption point. What I mean by that is that we can’t think of any more values of the subject. To do that I recruited 16 people to take part in focus groups and I held these in January 2020 via Skype. Sasha myself and Andrew then analysed the responses the comments we heard on the 32 statements in new statements that they gave those which maybe now had 40 statements. Now if you have completed the survey 40 statements is a lot. The next stage is to check the validity of the statements through doing a multiple-choice survey
- So the next step was to take the 40 statements and design a survey. As you can see from the snapshot from the introduction of the survey we asked them to confirm whether these 40 statements were values of design and technology. The survey was circulated on social media and via email. We had hundred and 63 responses which Andrew and I were quite pleased with. It took quite a time to get 163 responses and we went all from design and technology so that means we we were able to have some confidence that the statements were understandable to people outside of the design technology community.
- Richard analysed the data conducting an exploratory factor analysis [add blurb about what this is]
- The five factors included 28 of the 40 statements. And through conversations with Richard and Andrew we were able to the label to the five factors. Never me as a design and technology Academic teacher I came with my own views about what these factors where in my doctoral study I had taken the original 32 statements and put them into six groups. Where is the statistical analysis this could be many more than six groups but these five groups work the most useful for showing [???]. The other is surprising thing for me was the labelling so Andrew and Richard who no of design and technology, but are not involved in design and technology, were able to see the relationships between the statements within these factors in a different way to me. The 40 statement down to 28 was still exploring whether these 28 need to be reduced and whether the factors are valid with a larger group. So although we reach this point this survey is still not fully validated. So we have another step in the process.
- So the next step was to take the 40 statements and design a survey. As you can see from the snapshot from the introduction of the survey we asked them to confirm whether these 40 statements were values of design and technology. The survey was circulated on social media and via email. We had hundred and 63 responses which Andrew and I were quite pleased with. It took quite a time to get 163 responses and we went all from design and technology so that means we we were able to have some confidence that the statements were understandable to people outside of the design technology community.
- The values may not align then maybe something slightly different between these groups
- The values may not align then maybe something slightly different between these groups
- And we may find a complete misalliance, or another way of putting it is dissonance.
- And we may find a complete misalliance, or another way of putting it is dissonance.
- The values may not align then maybe something slightly different between these groups
- Validation
- So the next step was to take the 40 statements and design a survey. As you can see from the snapshot from the introduction of the survey we asked them to confirm whether these 40 statements were values of design and technology. The survey was circulated on social media and via email. We had hundred and 63 responses which Andrew and I were quite pleased with. It took quite a time to get 163 responses and we went all from design and technology so that means we we were able to have some confidence that the statements were understandable to people outside of the design technology community.
- So the next step was to take the 40 statements and design a survey. As you can see from the snapshot from the introduction of the survey we asked them to confirm whether these 40 statements were values of design and technology. The survey was circulated on social media and via email. We had hundred and 63 responses which Andrew and I were quite pleased with. It took quite a time to get 163 responses and we went all from design and technology so that means we we were able to have some confidence that the statements were understandable to people outside of the design technology community.
- Validation