A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

Recommendations

Info

Section 1: Choosing, Using, Developing, and Validating Scales
Chapter 2: Best Practices in Scale Use in SoTL Regan A. R. Gurung University of Wisconsin-Green Bay "Measure what is measurable, and make measurable what is not so" (Galileo Galilee) Measurement is at the core of robust scholarship of teaching and learning (SoTL, Gurung & Landrum, 2012). Is my teaching effective? Are my students learning? What predicts student learning? Most empirical projects and quantitative approaches to pedagogical research involve measurement and if there is an existing scale to measure what you want to, why reinvent the wheel? In this chapter I will review some key issues to keep in mind when picking and using scales. I will overview construct validity so pedagogical researchers remember what to look for in a scale and I will touch on best practices in writing your own items. Before diving in, it is important to clarify some terminology usage. In doing descriptive studies researchers measure many different variables and use a number of different research designs (Bartch, 2013; Schwartz & Gurung, 2012). In descriptive studies, we want to get a picture of what is going on in classroom or teaching (e.g., How many students can list the major approaches to psychology?). In correlational studies we want to measure associations between variables (e.g., Are the students who took more practice quizzes on the chapter better at listing the major approaches to psychology?). In experimental designs we want to collect evidence to see if the changes we implemented, to assignments, lectures, or design, resulted in increases in learning (e.g. Did the group of students who watched my special Intro to Psych video list more of the major approaches to psychology?). For each of these major designs, descriptive, correlational, and experimental, there are a number of ways to measure variables. Aside from observation or conducting focus groups, which require different forms of measurement, the majority of pedagogical research in psychology involves assessing students’ attitudes and behaviors with surveys and measuring their learning with exams, quizzes, and other performance outcomes. Surveys or questionnaires are general terms and each survey can contain many items or questions. Sometimes the researcher generates the questions themselves. Often the researcher uses a preexisting published scale. A survey can hence comprise of many scales, many questions (i.e., never before been used or published), or a combination of both. There are best practices to both the selection and use of scales, and the creation of your own items or questions. I will first cover some best practices regarding scale use and choice and then briefly review pointers for item construction. Measure the Usual Suspects: Key Variables in Learning There is a long history of research on teaching and learning (Gurung & Schwartz, 2012). A wide range of disciplines study the factors influencing learning, with psychology and education playing a major role, although there are also significant studies of the neuroscience of learning (Doyle & Zakrajsek, 2013). The average pedagogical researcher will not be popping students
Page 1 and 2: A COMPENDIUM OF SCALES for use in t
Page 3 and 4: Table of Contents Chapter 1: Introd
Page 5 and 6: Chapter 1: Introduction Rajiv S. Jh
Page 7 and 8: and boredom; whereas the former inc
Page 9: References Bishop-Clark, C. & Dietz
Page 13 and 14: o Participants respond to items suc
Page 15 and 16: - Be aware of whether the scale is
Page 17 and 18: References References marked with a
Page 19 and 20: *Wielkiewicz, R. M. & Meuwissen, A.
Page 21 and 22: example, McCabe (2015) examined the
Page 23 and 24: psychometrically sound tool. Howeve
Page 25 and 26: a history of the authors’ work do
Page 27 and 28: *Oleson, K. C., Poehlmann, K. M., Y
Page 29 and 30: Chapter 4: A Primer on Scale Develo
Page 31 and 32: scales or develop new ones. In eith
Page 33 and 34: found their 40-item measure could b
Page 35 and 36: eflect overall teacher behaviors or
Page 37 and 38: Although there is some variability
Page 39 and 40: and/or do not correlate with instru
Page 41 and 42: Fraley, R. C., & Vazire, S. (2014).
Page 43 and 44: Streiner, D. L. (2003). Starting at
Page 45 and 46: Psychology, 36 of the 47 articles (
Page 47 and 48: Assessing and Reporting Validity In
Page 49 and 50: Grades Another common source of alr
Page 51 and 52: References References marked with a
Page 53 and 54: model of collaborative undergraduat
Page 55 and 56: Chapter 6: Measuring Learning and S
Page 57 and 58: joins a new team to teach them abou
Page 59 and 60: Summative Assessments Summative Rub
Page 61 and 62:
programs. In a national survey of p
Page 63 and 64:
Course Outcomes Scale Centra and Ga
Page 65 and 66:
discuss The Motivated Strategies fo
Page 67 and 68:
The Motivated Strategies for Learni
Page 69 and 70:
References References marked with a
Page 71 and 72:
Hacker, D. J., Bol, L., & Bahbabani
Page 73 and 74:
Stoloff, M. L., & Feeney, K. J. (20
Page 75 and 76:
interpretation of analogies is an a
Page 77 and 78:
Similar difficulties in accurately
Page 79 and 80:
How do we balance the need for effi
Page 81 and 82:
Page 83 and 84:
*Halpern, D. F. (2010). Halpern Cri
Page 85 and 86:
Appendix: A Compendium of General C
Page 87 and 88:
Chapter 8: Student Engagement Towar
Page 89 and 90:
particular items. Indeed, a point o
Page 91 and 92:
employing the SCEQ have shown other
Page 93 and 94:
one of eight achievement emotions m
Page 95 and 96:
Recent efforts (Saddler, Sonnert, H
Page 97 and 98:
Page 99 and 100:
64, 847-860. doi:10.1037/0022-3514.
Page 101 and 102:
*Schaufeli, W.B., Salanova, M., Gon
Page 103 and 104:
course. Pretest and posttest survey
Page 105 and 106:
Perceptions 7 Problem-Solving 1 Sat
Page 107 and 108:
Culture and Issues Knowledge of Cur
Page 109 and 110:
Civic Attitudes and Skills Question
Page 111 and 112:
Scale of Service-Learning Involveme
Page 113 and 114:
engagement and psychological measur
Page 115 and 116:
Giles, D. E., & Eyler, J. (2013). T
Page 117 and 118:
Appendix A: Research Measures for M
Page 119 and 120:
Robby, M.A. -CASQ -SAT/9 Scores -¹
Page 121 and 122:
Steinberg, K. S., Hatcher, J. A., B
Page 123 and 124:
Chapter 10: Measuring Individual Di
Page 125 and 126:
either unnecessary or is referenced
Page 127 and 128:
Park, 2005). The merit of the instr
Page 129 and 130:
Similar factor structures were prod
Page 131 and 132:
Page 133 and 134:
Chapter 11: Measuring Well-Being in
Page 135 and 136:
items, and the PANAS 44 items, and
Page 137 and 138:
Meaning in Life The Meaning in Life
Page 139 and 140:
future,” using a 5-point scale (1
Page 141 and 142:
Domain-Specific Stress and Anxiety
Page 143 and 144:
demonstrate peoples' varying levels
Page 145 and 146:
Gehlbach, H. (2015). Seven survey s
Page 147 and 148:
Ritchie, R. A., Meca, A., Madrazo,
Page 149 and 150:
Chapter 12: Assessing Professor-Stu
Page 151 and 152:
ends with some unanswered questions
Page 153 and 154:
positively about their professors
Page 155 and 156:
The PSRS underwent further validati
Page 157 and 158:
help or hinder the graduate student
Page 159 and 160:
Komarraju, M. (2013). Ideal teacher
Page 161 and 162:
Chapter 13: Effective Tools for Ass
Page 163 and 164:
offer guidance based on their exper
Page 165 and 166:
The Original TBC Study Our approach
Page 167 and 168:
student/faculty rating with critica
Page 169 and 170:
eveals that five qualities (knowled
Page 171 and 172:
Page 173 and 174:
*Wann, P.D. (2001, January). Facult
Page 175 and 176:
Nessie the Mythical Loch Ness Monst
Page 177 and 178:
components of knowledge of cognitio
Page 179 and 180:
a cognitive activity (Cacioppo et a
Page 181 and 182:
teacher? In other words, how do we
Page 183 and 184:
Christopher (2015) also suggests th
Page 185 and 186:
Kirk, C., Busler, J., Keeley, J., &
show all

A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?