TUTOR INTERVENTION PROFILE - RELIABILITY AND VALIDITY

An instrument has been developed to provide tutors with feedback about their performance in problem-based tutorial groups. This questionnair e consists of 33 statements reflecting the behaviour of the tutor in t he tutorial group when students analyse the case and generate learning issues and the behaviour of the tutor when students report back to th e tutorial group about their self-study. The statements are grouped on theoretical dimensions found in the literature about co-operative lea rning and problem-based learning. This study focuses on the validity a nd the reliability of this instrument. Confirmatory factor analysis sh owed that a four-factor model showed a weak fit, whereas each separate factor fitted the data reasonably well. The four factors are: (1) ela boration; (2) directing the learning process; (3) integration of knowl edge and (4) stimulating interaction and individual accountability. Th ese factors were strongly correlated with the overall judgement of the tutor at the end of the unit, so the concurrent validity of this inst rument was high. Generalizability studies indicated that the rating sc ales provide reliable information with a sample size of student respon ses falling within the range of real tutorial group sizes. The results of this study show that the instrument for providing tutors with feed back is valid and reliable. This questionnaire can be used in staff de velopment activities and also provides needs assessment for faculty de velopment.