Tool for Assessing Responsibility-based Education (TARE) 2.0: Instrument Revisions, Inter-rater Reliability, and Correlations between Observed Teaching Strategies and Student Behaviors

Abstract

Although the original Tool for AssessingResponsibility-based Education (TARE) has proven useful in several studies, it has limitations. The three-fold purpose of this article is to present a revised version of the TARE including a new section to measure students´ behaviors, analyze the inter-rater reliability of the instrument, and assess the relationships between results of teacher and student observations. Data from 120 3-minute intervals of instructional time in physical education and general education lessons were analyzed. Intra-class Correlation Coefficient (ICC) in conjunction with Standard Error of Measurement (SEM) analyses was conducted to assess the inter-rater reliability of the teacher observation section and the student observation section of the TARE 2.0. Additionally, differential analysis, and Pearson correlation coefficients were carried out. Findings indicate the various categories in the teacher and student observation sections have a high degree of inter-rater reliability and that there are many significant positive correlations between the two.

Acquisition and Transfer of Values and Social Skills through a Physical Education Program Focused in the Affective Domain

“…The results of this study confirm results from other previous studies in terms of the PE perceptions of the values their students gain through the intervention related to social skills and values, moral reasoning (Gutierrez & Vivó, 2002;Russell, 2011;Wandislak, Carrol & Ansorge, 1988), social competences (Danish & Nellen, 1997;Skinner, Zakus, & Cowell, 2008), disruptive behaviors on (Ennis et al, 1999;Samalot-Rivera, 2007), and social responsibility (Cecchini, Montero, & Peña, 2003;Escartí, Pacual, & Gutiérrez, 2005;Gil-Madrona, 2003).…”

“…In relation to transfer the learned values in physical education to other context, this can but students need to be willing to do that (Escartí, Pacual, & Gutiérrez, 2005;Hellison, 2011;Tomporowski, Davis, Miller, & Naglieri, 2008;Shehu, 2010). In this study the transfer of learned values and behaviors for the intervention group is not noticed by parents and general classroom teacher.…”

Validity of Creative Responsibility Based Learning: An Innovative Physics Learning to Prepare the Generation of Creative and Responsibility

“…Novelty models have been seen from the use of greater international reference journals and cutting-edge than a reference book. Development objectives and its evaluation has been using the main reference, A Scientific Creativity Test for Secondary School Students [4] and Tool for Assessing Responsibility-based Education (TARE) 2.0 [43] . The use of foundation of cognitive learning theory, the theory of complex cognitive processes, and learning theory and constructivism social-cognitive of cutting-edge educational psychology books [29,30,31] , as well as the empirical foundation of the study, published in international journals and cutting-edge [9,20,24,25,26,27,32,33,34,35,36] .…”

“…CRBL models have been developed with the primary objective of increasing responsibility, science process skills, and scientific creativity of students. The responsibility is to do their best behavior during the learning process in terms of participation, respect for others, teamwork, leadership, and expression [43] . Science process skills are skills that were used to compile the knowledge scientists include formulating the problem, formulating a hypothesis, identify variables and operational definitions of variables, designing observational data tables, designing experimental procedures, analyze data and draw conclusions [44] .…”

Enhancing the Transfer of Life Skills from Sport-based Youth Development Programs to School, Family, and Community Settings

“…Several strategies are used by the leaders to enhance the TPSR experience including giving choices and voices, assigning leadership roles, and promoting transfer (Escartí, Wright, Pascual, & Gutiérrez, 2015). For example, several times throughout the lesson, program leaders select instances to recognize children who are demonstrating the TPSR goal or provide feedback on how it can be demonstrated more effectively in sport, and likewise applied to life.…”