INTERVIEW QUESTIONS ASSIGNMENT INSTRUCTIONS
OVERVIEW
Developing interview questions is an essential data collection skill in the applied research process. For this assignment, you will compose three interview questions that will be used to answer the central research question for your study (See Attached).
INSTRUCTIONS
For this assignment, you will use the information from the textbook reading this week (See Attached) to develop three effective interview questions that will help to answer the central research question (See Attached) for your study. This is a 4-page assignment.
The first page should be a correctly formatted (current APA style) title page that includes the title of your study.
The second page should include the Central Research Question for your study and list three interview questions that will help to answer the central research question of your study. All three questions must be open-ended questions. Do not ask a simple yes-or-no answer question. The three interview questions must be supported by the literature; thus, each interview question must contain at least one citation.
The last page of the assignment should be a Reference page. At least two references must be included. All references must be peer-reviewed scholarly journal articles published within the last five years.
You must apply the information from the textbook reading to be successful on this assignment.
See the example below
Interview Questions Example
Central Research Question
How can the problem of students low test scores on the Ohio Educational Assessment for Science be solved at Hampton High School in Hampton, Ohio?
Interview Questions
1. What skills are assessed with the OEA for Science?
This question aimed to determine educators awareness of how the OEA for Science is aligned with Next Generation Science Standards (NGSS). Understanding the alignment of an assessment with standards in terms of rigor and content is critical to ensuring the assessment accurately measures students abilities with the material and skills (Carnegie Mellon University, 2019). By asking this question, the researcher seeks to learn how familiar teachers are with which skills and concepts are assessed on the OEA.
2. How are these skills incorporated through students 9-12 curriculum map?
This question aimed to determine educators familiarity with the standards included on the OEA for Science and how they are incorporated into the science course offerings at Hampton High School. Ensuring that all concepts to be assessed are taught at an appropriate level of rigor throughout the courses that all students are required to take is necessary to provide students the academic experiences necessary to be successful on the test (Drake & Burns, 2018). Likewise, understanding the vertical alignment of science course offerings at Hampton High School may create a cohesive experience for students prior to taking the assessment (Case & Zucker, 2019).
3. How do the day-to-day instructional strategies in your classroom prepare students for the assessment?
The purpose of this question was to uncover the extent to which teachers work to teach standards within their course. Teaching the standards helps to ensure that the instructional practices are aligned with both the content and the rigor required of the standards (Wiggins & McTighe, 2020).
References
Carnegie Mellon University. (n.d.). Why should assessments, learning objectives, and instructional strategies be aligned? https://www.cmu.edu/teaching/assessment/basics/alignment.html
Case, B., & Zucker, S. (2019). Horizontal and vertical alignment [Policy Report]. Pearson. https://images.pearsonassessments.com/images/tmrs/tmrs_rg/HorizontalVerticalAlignment.pdf?WT.mc_id=TMRS_Horizontal_and_Vertical_Alignment
Drake, S. M., & Burns, R. G. (2019). Meeting standards through integrated curriculum. ASCD.
Wiggins, G. P., & McTighe, J. (2020). Understanding by design (2nd ed.). ASCD
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