Evaluating Content Validity of an Instrument to Assess Teachers’ Practice of Differentiated Instruction (IATPDI)

Authors

  • Tshering Dorji Ministry of Education
  • Pelden Nima Ministry of Education

DOI:

https://doi.org/10.17102/bjrd.rub.10.2.006

Keywords:

differentiated instruction, content validity, content validity index

Abstract

The present study developed and evaluated the content validity of a survey questionnaire titled, “Instrument to Assess Teachers’ Practice of Differentiated Instruction (IATPDI).” The items of IATPDI questionnaire were adapted from the pre-existing survey questionnaires and existing literatures on differentiated instruction. To quantify content validity of IATPDI questionnaire, a pre-developed survey questionnaire with 40 items was emailed to two established content experts to: (1) rate each item in terms of its clarity and relevancy to the measured domain; (2) evaluate which item should be deleted or revised; and (3) get recommendation about whether additional items are needed to adequately tap the domain of interest. The Delphi method was used to collect the data. Subsequently, two rounds of Delphi process culminated in a revised and refined IATPDI questionnaire with 40 simplified items divided into four sections. Content validity of IATPDI questionnaire was quantified by calculating content validity index (I-CVI and S-CVI) and modified kappa statistics, which indicated high content validity of the 40 items. Taken together, the results show that the IATPDI questionnaire is a content valid instrument.

Author Biographies

Tshering Dorji, Ministry of Education

Tshering Dorji is currently working as a teacher at Zhemgang Central School, Zhemgang Dzongkhag. He obtained his bachelor’s degree in Physical Science (Physics and Chemistry) from Sherubtse College, Kanglung, and Postgraduate Diploma in Education from Samtse College of Education (Physics), Samtse. Additionally, he pursued MEXT Teacher Training Program from Kagawa University, Japan. He is a MEXT fellow. His research interests include curriculum and instructional studies, assessment and intervention in science education, and technology in education.

Pelden Nima, Ministry of Education

Pelden Nima is currently working as a teacher at Wangbama Central School, ThimphuDzongkhag. He obtained his bachelor’s degree in Biotechnology from Bangalore University, India and Postgradutate Diploma in Education from Samtse College of Education (Biology), Samtse. He pursued his master’s degree in Agricultural Sciences from Nagoya University, Japan. He is a MEXT fellow. His research interests include how nutritional factors affect pubertal onset in mammals, ovulation and reproduction in mammals. Besides, he is also keenly interested in exploring how learning triggers neural changes in the brain.

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Published

09-11-2021

How to Cite

Dorji, T. ., & Nima, P. . (2021). Evaluating Content Validity of an Instrument to Assess Teachers’ Practice of Differentiated Instruction (IATPDI) . Bhutan Journal of Research and Development, 10(2). https://doi.org/10.17102/bjrd.rub.10.2.006