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

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One way to increase the accuracy of student TBC ratings is to explain to students the importance of accurate and conscientious rating. All too often, teachers rush through SETs at the end of the semester, without much explanation or guidance. Bernardin (1978) found that students provided more accurate ratings after being trained and educated about rating errors. Teachers can also compare their scores to a normative basis of similar courses at similar institutions to obtain more information regarding the meaning of their scores (Keeley et al., 2013). The TBC is primarily intended for use in formative assessment—its focus is on improving one’s teaching. However, it is equally useful for summative assessment, or the kind of evaluative assessment done for promotion, tenure, quality control, and merit raises. As an example, the TBC has been used in the teaching training program for graduate students in the Auburn University Psychology Department for many years. As part of their doctoral training, graduate students enroll in a teaching practicum course while simultaneously serving as a teaching assistant. As part of that experience, students use the TBC to evaluate their performance at the middle and end of the semester. They also provide mock lectures in the didactic portion of the experience, which are evaluated by an experienced faculty member using the TBC as a rating form. The behavioral anchors provide both the student and the faculty rater with direct suggestions for how to improve areas of weakness. Final Thoughts The original development of the TBC took place more than a decade ago. Although it has generated much research and has been widely used as a SET, it is possible that changes, especially in technology and corresponding classroom practices, have occurred in the past 10 years that would change the behavioral anchors of the TBC. As such, we are currently undergoing a revitalization of the TBC (tentatively entitled TBC 2.0) that will update the list of qualities and their attendant behaviors. In summary, it is crucial for all teachers—young and old, new and advanced, to utilize a variety of available methods of evaluation in order to improve the quality of their teaching. The development and use of the TBC provides an exemplar of how to create measures of quality teaching and evaluate their utility. Unfortunately, such a process has only been rarely undertaken, and most measures of teaching quality lack empirical support. However, we hope, and indeed challenge, all teachers to adopt a rigorous and systematic approach to the measurement of the quality of their teaching. 170
References References marked with an asterisk indicate a scale. *Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass. Baiocco. S. H., & DeWaters, J. N. (1998). Successful college teaching: Problem-solving strategies of distinguished professors. Boston, MA: Allyn & Bacon. *Barnes, D., Engelland, B., Matherine, C., Martin, W., Orgeron, C., Ring, J, Smith, G., & Williams, Z. (2008). Developing a psychometrically sound measure of collegiate teaching proficiency. College Student Journal, 42, 199-213. *Bernardin, H. (1978). Effects of rater training on leniency and halo errors in student ratings of instructors. Journal of Applied Psychology, 63, 301-308. doi:10.1037/0021- 9010.63.3.301 Buskist, W., Ismail, E., & Groccia, J. E. (2013). A practical model for conducting helpful peer review of teaching. In J. Sachs & M. Parsell (Eds.), Peer review of learning and teaching in higher education: International perspectives (pp. 33-52). Berlin, Germany: Springer. *Buskist, W., Sikorski, J., Buckley, T., & Saville, B. K. (2002). Elements of master teaching. In S. F. Davis & W. Buskist (Eds.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer. (pp. 27-39). Mahwah, NJ: Erlbaum. Clayson, D. E., & Sheffet, M. (2006). Personality and the student evaluation of teaching. Journal of Marketing Education, 28, 149-160. doi:10.1177/0273475306288402 Eble, K. E. (1984). The craft of teaching. San Francisco, CA: Jossey-Bass. Edgerton, R., Hutchings, P., & Quinlan, K. (1991). The teaching portfolio: Capturing scholarship in teaching. Washington, DC: American Association for Higher Education. Ellis, L., Burke, D. M., Lomire, P., & McCormack, D. R. (2004). Student grades and average ratings of instructional quality: The need for adjustment. Journal of Educational Research, 9, 35-41. doi:10.1080/00220670309596626 Feeley, T. (2002). Evidence of halo effects in student evaluations of communication instruction. Communication Education, 51(3), 225-236. doi:10.1080/03634520216519 Feldman, K. A. (1976). The superior college teacher from the student’s view. Research in Higher Education, 5, 243-288. *Ismail, E. A. (2014). Foreign and US-educated faculty members’ views on what constitutes excellent teaching. Unpublished Doctoral Dissertation, Auburn University, Auburn AL. Ismail, E. A., Buskist, W., & Groccia, J. E. (2012). Peer review of teaching. In M. E. Kite (Ed.), Effective evaluation of teaching: A guide for faculty and administrators (pp. 79-91). Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/evals2012/index.php *Jõemaa, K. (2013). Student perceptions of master teachers in Estonian universities. Unpublished Master’s Thesis, University of Tartu. *Keeley, J., Christopher, A. N., & Buskist, W. (2012). Emerging evidence for excellent teaching across borders. In J. E. Groccia, M. Al-Sudairy, & W. Buskist (Eds.), Handbook of college and university teaching: Global perspectives (pp. 374-390). Thousand Oaks, CA: Sage. *Keeley, J. (2012). Course and instructor evaluation. In W. Buskist & V. A. Benassi (Eds.). Effective college and university teaching: Strategies and tactics for the new professoriate (pp. 173-180). Thousand Oaks, CA: Sage. 171
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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
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programs. In a national survey of p
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Course Outcomes Scale Centra and Ga
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discuss The Motivated Strategies fo
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The Motivated Strategies for Learni
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Hacker, D. J., Bol, L., & Bahbabani
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Stoloff, M. L., & Feeney, K. J. (20
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interpretation of analogies is an a
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Similar difficulties in accurately
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How do we balance the need for effi
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*Halpern, D. F. (2010). Halpern Cri
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Appendix: A Compendium of General C
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Chapter 8: Student Engagement Towar
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particular items. Indeed, a point o
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employing the SCEQ have shown other
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one of eight achievement emotions m
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Recent efforts (Saddler, Sonnert, H
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64, 847-860. doi:10.1037/0022-3514.
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*Schaufeli, W.B., Salanova, M., Gon
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course. Pretest and posttest survey
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Perceptions 7 Problem-Solving 1 Sat
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Culture and Issues Knowledge of Cur
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Civic Attitudes and Skills Question
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Scale of Service-Learning Involveme
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engagement and psychological measur
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Giles, D. E., & Eyler, J. (2013). T
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Appendix A: Research Measures for M
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Page 141 and 142: Domain-Specific Stress and Anxiety
Page 143 and 144: demonstrate peoples' varying levels
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Page 165 and 166: The Original TBC Study Our approach
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A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

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