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

Recommendations

Info

structure of the scale and conduct internal reliability analyses. As such, Boysen and colleagues did not conduct a factor analyses. Accordingly, SoTL researchers should consider changing the scale to a Likert-type scale, to truly investigate the efficacy of this measure. Third, although there is initial evidence of reliability and some validity, further research is needed. That is, SoTL researchers should investigate this SoTL scale with other measures of teaching known measures of teaching effectiveness (e.g., Approaches to Teaching Inventory by Trigwell & Prosser, 2004; or the Teaching Goals Inventory by Angelo & Cross, 1993). Fourth, as mentioned previously in this chapter, there needs to be behavioral measures which complement this scale (e.g., classroom observation records). In the end, model teaching characteristics are important to understand and as this is a new area of SoTL research, there is much room for improvement and exploration. A Call to Action! Debunking Cryptozoology and Focusing on the Missing Links of SoTL Measures Whether it is the Yeti, Sasquatch, Bigfoot, or la Chupacabra (I just like saying that), the aim of SoTL research and SoTL scales is to demystify such urban myths and focus on the science of learning and teaching. Accordingly, how we measure SoTL is of utmost importance and drives at the heart of credibility of our field. Therefore, I summarily and humbly suggest that: 1. There needs to be more SoTL scale development that intentionally targets the efficacy of syllabi. 2. When using preexisting SoTL scales always include complementary behavioral measures. More so, when developing SoTL scales, consider including behavioral measures either in the form of checklists or scenario-based. 3. There needs to be a SoTL scale developed to measure metacognition and current use of effective learning strategies. Don’t forget to include the behavioral component to these new measures. 4. There needs to be a SoTL scale that assesses meta-teaching skills. This is an untapped SoTL area ripe for the picking. 5. There needs to be an accurate, reliable, and valid measure of model teaching competencies. Please, please, consider these suggestions as a call to action. If you choose to answer my call to action, I highly encourage you to refer to the outstanding chapters in this e-book to assist you in this process. For instances, refer to Regan Gurung’s chapter (2015) on the best practices in SoTL scale use. Gurung suggests that in SoTL we should be “measuring the usual suspects” such as self-efficacy, metacognition (see there is safety in numbers), motivation, study behaviors (YES!), etc. Or, when writing items for a SoTL scale, use clear, concise, unambiguous, and gender neutral or culturally sensitive language. Also, take heed to Georgeanna Wilson-Doenges’ (2015) chapter in which she explicates the state of SoTL scale validation. Here, Wilson-Doenges explains how to properly assess reliability and validity within the context and particularly nuanced nature of SoTL research and she explains how to develop SoTL scales in light of these issues. Please also read and consider Andrew Christopher’s (2015) chapter on how to select the right SoTL scale. This chapter will provide some ways in which you can avoid common traps or pitfalls that SoTL scales have (e.g., growing divide between SoTL and the learning sciences). 182
Christopher (2015) also suggests that when creating SoTL scales, they should be specific to a set of behaviors, yet simple. In the end, if you consider the great advice provided by these scholars, and take up my call to action, I know that you will create some outstanding SoTL scales that will advance our beloved scholarship of teaching and learning. 183
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 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: 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: teacher? In other words, how do we
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

Create successful ePaper yourself

Delete template?

Save as template?