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

a history of the authors’ work done on goal orientation measures. This history is organized
around major psychometric properties of their measures. It is a particularly good exemplar to
use with students in an undergraduate tests and measurements class. Finally, Oleson,
Poehlmann, Yost, Lynch, and Arkin (2000) presented two studies that assessed two components
of subjective overachievement: self-doubt and concern with performance. In their research,
Oleson and colleagues examined the factor structure, internal reliabilities, test-retest
reliabilities, convergent validity, and divergent validity of scales to measure self-doubt and
concern with performance.
In sum, the choice of scales in SoTL presents us with an opportunity to learn from our
colleagues in personality, I/O, and learning sciences, all of which have a long history of scale
development. In addition, these areas also have scales that may be of use in SoTL. By
integrating what these areas have to offer in terms of psychometric work and resulting scales,
we can help bridge intellectual divides that hinder research progress in all of these areas.
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