Field Test Data
The IRIS Center uses field-testing as a method of evaluating its modules. During this process, college and university faculty use one of the IRIS Modules as part of their instruction, and their students complete a survey that assesses their reactions to that module. As of this writing, forty-five IRIS Modules have been field-tested. A module is considered “field-tested” when at least 50 students respond to the survey. The table below lists the modules that have been field-tested and the number of students completing the survey for each module.
|Module Name||Number of Respondents|
|Accessing the general education curriculum||150|
|Addressing disruptive and noncompliant behaviors (Part 1)||73|
|Addressing disruptive and noncompliant behaviors (Part 2)||52|
|Addressing the revolving door||56|
|Classroom assessment (Part 1)||63|
|Classroom assessment (Part 2)||51|
|Collaborating with families||58|
|CSR: A reading comprehension strategy||69|
|Cultural and linguistic differences||65|
|Effective school practices||74|
|Fidelity of implementation||84|
|Functional behavioral assessment||76|
|Guiding the school counselor||66|
|How people learn||50|
|Improving writing performance||59|
|PALS: A reading strategy for grades 2-6||116|
|PALS: A reading strategy for grades K-1||53|
|PALS: A reading strategy for high school||75|
|The pre-referral process||61|
|Providing instructional supports||68|
|RTI (Part 1): Overview||81|
|RTI (Part 2): Assessment||106|
|RTI (Part 3): Reading instruction||68|
|RTI (Part 5): A closer look at tier 3||75|
|RTI: Considerations for school leaders||54|
|Serving students with visual disabilities||66|
|SOS: Helping students become independent learners||110|
|SRSD: Using learning strategies to enhance student learning||54|
|Supporting beginning special educators||56|
|Teaching and learning in New Mexico||57|
|Teaching English language learners||71|
|Universal design for learning||67|
|What do you see?||112|
|Who’s in charge?||71|
|You’re in charge||93|
Current IRIS Field-Testing Activities
In 2012 the IRIS Center revised its field-testing surveys and administration procedures. New items were added to both the student and faculty surveys and other items were changed or deleted. The survey was converted from a pencil-and-paper measure to an online measure. The description below applies to the most recent field-testing data collected from June 2012 through May 2013.
Thirty-nine faculty at forty colleges and universities around the country participated in the field-testing of IRIS Modules. Field-testers were chosen from among faculty who expressed interest in field-testing in response to an IRIS listserv announcement regarding field-testing. Faculty told the IRIS field-testing coordinator which IRIS Module(s) they were planning to use in their upcoming courses and the coordinator used this information to assign modules to faculty for field-testing. Each faculty field-tester was paid for his or her time.
Participating faculty were asked to:
- Use the IRIS Module as one of their course requirements.
- Distribute the online survey link to the students in the class.
- Complete an online Faculty survey form
In total 1,257 students in 39 courses participated in field-testing. Seventeen percent of student participants were male, and 83% were female. The average student age was 26.4 years (the minimum age was 18 years; the maximum, 69 years). Seventy-two percent of the students were white, 16% were Hispanic, 7% were African-American, 4% were Asian-American, and 1% were Native-American (see table below).
Most students were pursuing a Baccalaureate degree (51%), whereas 44% were pursuing a graduate or professional degree. The area of study of the majority of participating students was general education. There were also some early childhood education, counseling, and psychology students among those participating (see the table below).
|Major Area of Study||Frequency||Percent|
|Early childhood education||329||26.17%|
|Early childhood intervention||174||13.84%|
|Early childhood special education||142||11.30%|
|Middle and secondary education||14||1.11%|
Students were asked to rate the module they viewed on several factors on a 5-point scale with 1 indicating Not at all and 5 indicating A great deal. Their responses are summarized below.
|To what extent has the module increased your awareness of the topic?||4.76|
|To what extent has the module increased your knowledge of the topic?||4.87|
|To what extent has the module increased your skills?||4.44|
|How relevant is this module to your future professional practice?||4.31|
|How would you rate the quality of this module?||4.14|
|How useful do you think this module will be in your professional practice?||4.12|