Development of a Concept Inventory on Open and Transparent Research Practices

Over the past decade psychology researchers have begun adopting practices that promote openness and transparency. While these are increasingly reflected in undergraduate curricula, pedagogical research has not systematically examined whether instruction on open science improves students’ conceptual understanding of methods. We developed Open Science Concept Inventory (OSCI) to evaluate impact integrating into methods courses. First, we created a set hypothetical dilemmas related range concepts elicited open-ended responses from undergraduates (N = 64, Study 1). Based responses, 40-item multiple-choice questionnaire, which administered new group participants 262, 2) used item response theory select 33 items for final OSCI. Finally, two implementation rounds across semesters (Study 3, total N 37), evaluated learning gains with OSCI pre-test/post-test design. The involved materials course, including video lectures situated questionable current norms introduced emerging solutions. After excluding extremely fast survey responders, an exploratory analysis showed among students who expended appropriate effort when completing By evaluating tool is easily integrated existing aim facilitate adoption assessment foundations conducting robust transparent research.