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Entering Research Learning Assessment (ERLA): Validity Evidence for an Instrument to Measure Undergraduate and

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The Entering Research Learning Assessment (ERLA) effectively measures trainee learning across seven key research development areas. Validity evidence supports its use for assessing research trainee progress and informing educational strategies.

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Area of Science:

  • Scientific education research
  • Assessment in higher education

Background:

  • Existing undergraduate research assessment tools have limitations.
  • The Entering Research conceptual framework outlines seven key areas of trainee development.

Purpose of the Study:

  • To present validity evidence for the Entering Research Learning Assessment (ERLA).
  • To establish the ERLA's reliability and structural integrity for assessing research trainee learning gains.

Main Methods:

  • Exploratory and confirmatory factor analyses were used to examine the internal structure of the ERLA scales.
  • Convergent validity and internal consistency were assessed using trainee and mentor self-assessments.
  • A paired version of the ERLA was analyzed for internal structure and alignment.

Main Results:

  • Exploratory factor analysis revealed seven factors aligning with the Entering Research conceptual framework.
  • Confirmatory factor analysis, convergent validity, and internal consistency analyses supported the revised ERLA scale.
  • The paired ERLA version also demonstrated acceptable model-data fit.

Conclusions:

  • The ERLA demonstrates robust validity evidence for assessing trainee learning across seven developmental domains.
  • The ERLA is a reliable tool for evaluating research trainee progress and informing pedagogical approaches.
  • Guidance for ERLA instrument use and score interpretation is provided.