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Haunted Löfstad Palace: Spectacular Sensations and Educational Aids in the Wake of Castle Ghosts
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A broader view of research contributions: Necessary adjustments to DORA for hiring and promotion in psychology.
No full textRecently Schönbrodt et al. (2022) released recommendations for improving how psychologists could be evaluated for recruitment, retention, and promotion. Specifically, they provided four principles of responsible research assessment in response to current methods that rely heavily on bibliometric indices of journal quality and research impact. They build their case for these principles on the San Francisco Declaration on Research Assessment (DORA) perspective that decries reliance on invalid quantitative metrics of research quality and productivity in hiring and promotion. The paper makes clear the tension panels have to address in evaluating applications—too little time to do an in-depth evaluation of an individual’s career and contribution, so reliance on easy to understand, but perhaps invalid, metrics. This dilemma requires an alternative mechanism rather than simply a rejection of metrics. To that end, the authors are to be congratulated for operationalising what those alternatives might look like. Nonetheless, the details embedded in the principles seem overly narrow and restrictive
Assessing rigor and impact of research software for hiring and promotion in psychology: A comment on Gärtner et al. (2022)
No full textBased on four principles of a more responsible research assessment in academic hiring and promotion processes, Gärtner et al. (2022) suggested an evaluation scheme for published manuscripts, reusable data sets, and research software. This commentary responds to the proposed indicators for the evaluation of research software contributions in academic hiring and promotion processes. Acknowledging the significance of research software as a critical component of modern science, we propose that an evaluation scheme must emphasize the two major dimensions of rigor and impact. Generally, we believe that research software should be recognized as valuable scientific output in academic hiring and promotion, with the hope that this incentivizes the development of more open and better research software
Responsible Research Assessment requires structural more than procedural reforms
No full textIn their target articles, Schönbrodt et al. (2022) and Gärtner et al. (2022) propose new metrics and their practical implementation to improve responsible research assessment. Generally, I welcome the inclusion of open science and scientific rigor into evaluating job candidates. However, the proposed reform mainly focuses on the first stage of selecting candidates who then continue towards a second stage of in-depth evaluation of research quality. Yet, this second selection stage is underdeveloped but likely more critical concerning responsible research assessment and hiring decisions. I argue that an adequate assessment of research quality at this second stage requires the representation of specific knowledge in the subfield of a discipline that the candidate should be hired for by the hiring committee. This is rarely achieved given the current structural organization of departments, especially in German-speaking countries, and potentially explains the reliance on suboptimal indicators such as h-index and Journal Impact factor. Therefore, I argue that responsible research assessment requires structural reform to ensure that institutions have several researchers in permanent positions with specific knowledge in different subfields to provide an adequate and responsible assessment of research quality by hiring committees at all evaluation stages
Research assessment using a narrow definition of “research quality” is an act of gatekeeping: A comment on Gärtner et al. (2022)
No full textGärtner et al. (2022) propose a system for quantitatively scoring the methodological rigour of papers during the hiring and promotion of psychology researchers, with the aim of advantaging researchers who conduct open, reproducible work. However, the quality criteria proposed for assessing methodological rigour are drawn from a narrow post-positivist paradigm of quantitative, confirmatory research conducted from an epistemology of scientific realism. This means that research conducted from a variety of other approaches, including constructivist, qualitative research, becomes structurally disadvantaged under the new system. The implications of this for particular fields, demographics of researcher, and the future of the discipline of psychology are discussed
Associations between Goal Orientation and Self-Regulated Learning Strategies are Stable across Course Types, Underrepresented Minority Status, and Gender: A Replication of Muis and Franco (2009)
No full textIn this pre-registered replication of findings from Muis and Franco [2009; Contemporary Educational Psychology, 34(4), 306-318], college students (N = 978) from across the United States and Canada were surveyed regarding their goal orientations and learning strategies. A structural equation modelling approach was used to assess the associations between goal orientations and learning strategies. Six of the eight significant associations (75%) found by Muis and Franco replicated successfully in the current study. Mastery approach goals positively predicted endorsement of all learning strategies (Rehearsal, Critical Thinking, Metacognitive Self-Regulation and Elaboration). Performance avoidance goals negatively predicted critical thinking, while positively predicting metacognitive self-regulation and rehearsal. Evidence for moderation by assignment type was found. No evidence of the moderation of these associations by gender, underrepresented minority status, or course type (STEM, Humanities, or Social Sciences) was found. The reliability of common scales used in educational research and issues concerning the replication of studies using structural equation modeling are discussed
Indicators for teaching assessment
No full textThis commentary on Schönbrodt et al. (2022) and Gärtner et al. (2022) aims at complementing the ideas regarding an implementation of DORA for the domain of teaching. As there is neither a comprehensive assessment system based on empirical data nor a competence model for teaching competencies available, yet, we describe some pragmatic ideas for indicators of good teaching and formulate desiderates for future research programs and validation
