The purpose of this study was to develop and provide psychometric evidence of the Educational Development Impact Questionnaire (EDIQ) for evaluating complex outcomes of multifaceted educational development work within centres of teaching and learning. Our study addresses the need for a user-friendly and psychometrically sound survey instrument adaptable to differing higher education contexts. Our outcomes framework, mapping the intended short- and medium-term outcomes of our centre’s educational development activities, provided the necessary framework on which to create survey items. Scores from 267 instructors from a research-intensive university provided the data for examining the EDIQ’s initial factor structure using exploratory factor analysis. We justify our use of two different cut-scores to generate two models of factor structures. Factors common to both models are instructor growth, scholarship of teaching and learning, technology integration, impact on students, and knowledge enhancement. We discuss how the models provide different opportunities for assessing short-term and medium-term outcomes over time and the usefulness of the EDIQ beyond the current study context.

本研究的目的是开发和提供教育发展影响问卷 (EDIQ) 的心理测量证据，用于评估教学和学习中心内多方面教育发展工作的复杂结果。我们的研究解决了对适用于不同高等教育环境的用户友好且心理测量学上合理的调查工具的需求。我们的成果框架描绘了我们中心教育发展活动的预期短期和中期成果，为创建调查项目提供了必要的框架。来自研究型大学的 267 名教师的分数为使用探索性因素分析检查 EDIQ 的初始因素结构提供了数据。我们证明我们使用两个不同的分数来生成两个因子结构模型是合理的。两种模式的共同因素是教师成长、教学奖学金、技术整合、对学生的影响和知识增强。我们讨论了模型如何为评估短期和中期结果提供不同的机会，以及 EDIQ 在当前研究背景之外的有用性。