Establishing the validity and reliability of a modified tool for assessing innovative thinking of engineering students

The goal of this study was to establish the validity and reliability of a self-report tool for assessing individual differences in innovative thinking, based on a modification of the 'innovative behavior scale'. A five-stage study was conducted among engineering students worldwide, who enr...

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Bibliographic Details
Published inAssessment and evaluation in higher education Vol. 45; no. 2; pp. 212 - 223
Main Authors Barak, Miri, Watted, Abeer, Haick, Hossam
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 17.02.2020
Taylor & Francis Ltd
Subjects
Cognitive Tests
Content Validity
Engineering Education
Higher education
Individual Differences
Innovation
Innovative thinking
Online Courses
Reliability
Self evaluation
Self Evaluation (Individuals)
Students
Test Reliability
Test Validity
Thinking Skills
Validity
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Summary:The goal of this study was to establish the validity and reliability of a self-report tool for assessing individual differences in innovative thinking, based on a modification of the 'innovative behavior scale'. A five-stage study was conducted among engineering students worldwide, who enrolled in a massive open online course in Nanotechnology and Nanosensors. Content validity was established by a panel of experts in engineering education. Construct validity was established through exploratory and confirmatory factor analysis, indicating a four-factor solution with 13 items loaded above critical level. Known-groups validity revealed differences among learners with distinct expertise. The scale's stability across populations and over time was confirmed, providing there has been no intentional intervention. Finally, the scale's concurrent validity was reinforced through data triangulation with actual practice - the fabrication of innovative nanosensors.
ISSN:0260-2938
1469-297X
DOI:10.1080/02602938.2019.1620680