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

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class). Items are added together to produce a composite index. The alpha coefficient for the composite index is .89. Discussion Educators propose that service-learning has a positive effect on student learning (Eyler, & Giles, 1999). Pedagogical scholarship and research studies published in the MJCSL have evolved from course assessments to longitudinal, cross-sectional investigations. Data collection methodologies used to assess service-learning have also become more sophisticated over time, despite the fact that few researchers evaluate service impacts with quantitative measures. The instruments used to measure service-learning impacts such as social responsibility and civic engagement have also evolved from single items to multi-item scales. The results from the current study suggest that civic engagement is directly and indirectly measured as a service-learning outcome. Very little research measured civic engagement directly. Civic engagement is typically measured with scales that were constructed to assess civic attitudes, social responsibility, and community engagement. Civic engagement is also measured with items designed to assess attributes or characteristics of responsible citizenship such as diversity awareness and social justice. Diversity was also cited as a student learning outcome. Student motivations for and perceptions of service scales were used to measure service impacts, but were cited less often compared to items that were used to measure student learning (i.e., questions that assess course objectives) and course satisfaction (i.e., student satisfaction with course and field). Educators interested in measuring civic engagement as a student learning outcome should begin with constructing or refining existing course objectives. Faculty will need to decide what they want students to learn by the end of the course. One’s discipline will influence this decision making process. For example, a political science professor may want students to demonstrate responsible citizenship; while, a psychology professor may want them to demonstrate cultural competence. Then faculty will need to make sure that the course objectives are aligned with the course outcomes (i.e., student learning). Course objectives should also be explicit. In other words, if demonstrating cultural competence is an outcome then learning about cultural diversity should be an explicit course objective (i.e., compare and contract racial-ethnic-cultural identity models). Faculty will need to ensure that both the course content and service activities are aligned with course objectives and outcomes. For instance, writing a letter to an elected official may increase civic responsibility but not cultural competence. Once faculty align the course content, objectives and outcomes, they will need to focus on assessment of student learning. Table 2 lists service-learning and civic engagement measures. Faculty should decide which outcomes they want to measure and then review Table 2 to identify existing service-learning and civic engagement measures. Faculty should select service-learning or civic engagement measures that align with their course outcomes to demonstrate student learning. In addition, faculty may want to seek other measures that align with the course outcomes. Psychological measures may be helpful in assessing service impacts on student learning; therefore, faculty may want to conduct a search to obtain the particular measure(s). Faculty should develop a multi-item survey that includes service-learning, civic 112
engagement and psychological measures that assess student learning. Faculty may also want to include course satisfaction measures in the survey. Course satisfaction measures are also included in Table 2. Finally, faculty may want to use a multi-method approach using surveys and reflections so they can identify changes in students before, during, and after service. The measures used to assess service-learning impacts on student learning outcomes differed in terms of the constructs (i.e., civic attitudes), measurements (single-item questions vs. scales) and psychometric evidence (i.e., reliability, validity). While some researchers used standardized instruments or psychological measures, others developed single item or scales with and without such evidence. Very few scales designed to measure service learning had acceptable psychometric data. Out of the 21 service-learning measures that had supporting psychometric evidence, only nine of them were further assessed with advanced psychometric techniques (i.e., confirmatory factory analysis). Therefore, researchers and practitioners who use servicelearning measures to evaluate pedagogical impacts may want to also conduct psychometric analyses on the specific measure to control for measurement error and to be assured that they are measuring what they intended (see Lehan & Hussey’s (2015) primer on scale development validation in this e-book). Additional service-learning measures should also be constructed and validated using advanced measurement theories and psychometric perspectives. The current study expands the knowledge-based on measures used to assess service-learning and civic engagement. This is one of the first studies to systematically analyze service-learning and civic engagement measures. Although this study only analyzed quantitative measures, qualitative methods of inquiry are complimentary and should be examined. Qualitative and quantitative data collection methods should also be used to measure service impacts, but only when civic engagement is an explicit course objective. Greater alignment between course objectives and outcomes may be the first step in measuring civic engagement as a servicelearning outcome. 113
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A COMPENDIUM OF SCALES for use in t
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Table of Contents Chapter 1: Introd
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Chapter 1: Introduction Rajiv S. Jh
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and boredom; whereas the former inc
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References Bishop-Clark, C. & Dietz
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Chapter 2: Best Practices in Scale
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o Participants respond to items suc
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- Be aware of whether the scale is
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References References marked with a
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*Wielkiewicz, R. M. & Meuwissen, A.
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example, McCabe (2015) examined the
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psychometrically sound tool. Howeve
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a history of the authors’ work do
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*Oleson, K. C., Poehlmann, K. M., Y
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Chapter 4: A Primer on Scale Develo
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scales or develop new ones. In eith
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found their 40-item measure could b
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eflect overall teacher behaviors or
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Although there is some variability
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and/or do not correlate with instru
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Fraley, R. C., & Vazire, S. (2014).
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Streiner, D. L. (2003). Starting at
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Psychology, 36 of the 47 articles (
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Assessing and Reporting Validity In
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Grades Another common source of alr
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model of collaborative undergraduat
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Chapter 6: Measuring Learning and S
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joins a new team to teach them abou
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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 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 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: Scale of Service-Learning Involveme
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 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
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offer guidance based on their exper
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The Original TBC Study Our approach
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student/faculty rating with critica
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eveals that five qualities (knowled
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*Wann, P.D. (2001, January). Facult
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Nessie the Mythical Loch Ness Monst
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components of knowledge of cognitio
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a cognitive activity (Cacioppo et a
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teacher? In other words, how do we
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Christopher (2015) also suggests th
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Kirk, C., Busler, J., Keeley, J., &
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A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

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