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

Recommendations

Info

*Wilson, J. H., Ryan, R. G., & Pugh, J. L. (2010). Professor-student rapport scale predicts student outcomes. Teaching of Psychology, 37(4), 246-251. doi:10.1080/00986283.2010.510976 Wilson, J. H., & Ryan, R. G. (2013). Professor-student rapport scale: Six items predict student outcomes. Teaching of Psychology, 40(2), 130–133. doi:10.1177/0098628312475033 Wilson, J. H., & Wilson, S. B. (2007). The first day of class affects student motivation: An experimental study. Teaching of Psychology, 34(4), 226–230. doi:10.1080/00986280701700151 Wilson, J. H., Wilson, S. B., & Legg, A. M. (2012). Building rapport in the classroom and student outcomes. In B. M. Schwartz & R. A. R. Gurung (Eds.), Evidence-based teaching for higher education (pp. 23-38). Washington, DC: American Psychological Association. 160
Chapter 13: Effective Tools for Assessing Characteristics of Excellent Teaching: The Teacher Behaviors Checklist as Exemplar Claire Kirk 1 , Jessica Busler 1 , Jared Keeley 2 , and William Buskist 1 1 Auburn University, 2 Mississippi State University Learning the intricate craft of teaching requires that teachers undergo frequent and multiplesourced assessment to improve their effectiveness. Fortunately, tools and techniques for evaluating instruction are numerous. Beneficial and comprehensive feedback is best derived from implementing several different assessment methods across multiple informants, which may include students, colleagues, and self-reflection. Gathering information from these sources regarding one’s teaching is important because each contributes a unique perspective to understanding one’s teaching abilities (Keeley, 2012). This chapter will briefly review some general strategies regarding the assessment of teaching characteristics such as feedback from students and peers, as well as actual teaching materials, followed by an in-depth examination of one measure: the Teacher Behaviors Checklist (Buskist, Sikorski, Buckley, & Saville, 2002; Keeley, Smith, & Buskist, 2006). Measuring Teaching Quality—Multimodal Assessment The most commonly used teaching assessors are naturally the individuals being taught: students. They experience and observe any particular teacher quite frequently, and can be an excellent source of information. However, gathering students’ feedback on one’s teaching is controversial due to their lack of objectivity. Additionally, students are often unable to accurately assess the amount of information they are learning, or how well that knowledge will be retained over time. Relying solely on students to provide insight about one’s teaching is also controversial due to the lack of objectivity among students. For example, the way in which students perceive their progress in a course may vary as a function of their unique individual experiences with the course material and the instructor. Factors such as grading leniency and difficulty of the material also may potentially affect student ratings (Ellis, Burke, Lomire, & McCormack 2004; Marsh & Roche, 2000). Regardless, student perspectives of teaching and learning are valuable in that they may be compared to institutional and teacher-developed measures of learning (Keeley, 2012). To increase the validity of student evaluations of teaching, several methods may be used in conjunction, including mini-assessments, rating scales, graded assignments and tests, and student focus groups. Mini-Assessments There are a variety of simple and quick assessments that students can complete in class to help teachers gather basic information on student learning (Angelo & Cross, 1993). One example is the “minute paper,” which is a quickly written response to a topic or question of the teacher’s choice. The minute paper may focus on a topic covered in class, or may be used as a student evaluation of teaching. Students may write directly about what the teacher is doing well and what might be improved. Once the time limit (frequently 1-2 minutes) has expired, the teacher 161
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 and 10:
References Bishop-Clark, C. & Dietz
Page 11 and 12:
Chapter 2: Best Practices in Scale
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:
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:
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: References References marked with a
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: Komarraju, M. (2013). Ideal teacher
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: References References marked with a
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?