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

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Acknowledgements We first thank Jennifer Stiegler-Balfour for her contributions during the conceptualization of this e-book. We also thank the following research assistants for their assistance: Tamaki Sasa, May Reinert, Jonathan Vargas, Natalie Clark, Nadya Hall, Misael Martinez, and Melissa Adolphe from the Pace University SHARPP Lab, and Rebecca Deutschmann and Emilie Lang from the KPU Social & Political Cognition Lab. Cover image: "Measure a thousand times, cut once" by Sonny Abesamis (CC-BY 2.0) 2
Table of Contents Chapter 1: Introduction .................................................................................................................. 5 Rajiv S. Jhangiani, Jordan D. Troisi, Bethany Fleck, Angela M. Legg, and Heather D. Hussey Section 1: Choosing, Using, Developing, and Validating Scales Chapter 2: Best Practices in Scale Use in SoTL .............................................................................. 11 Regan A. R. Gurung Chapter 3: Selecting the Right Scale: An Editor’s Perspective ...................................................... 20 Andrew N. Christopher Chapter 4: A Primer on Scale Development .................................................................................. 29 Heather D. Hussey and Tara J. Lehan Chapter 5: The State of Scale Validation in SoTL Research in Psychology .................................... 44 Georjeanna Wilson-Doenges Section 2: Scales for Use in the Scholarship of Teaching and Learning Chapter 6: Measuring Learning and Self-Efficacy ......................................................................... 55 Pam Marek, Adrienne Williamson, and Lauren Taglialatela Chapter 7: Measuring Critical Thinking Skills ............................................................................... 74 R. Eric Landrum and Maureen A. McCarthy Chapter 8: Student Engagement Toward Coursework: Measures, Considerations, and Future Directions ..................................................................................................................................... 87 Kevin L. Zabel and Amy Heger Chapter 9: Measuring Service-Learning and Civic Engagement ................................................. 102 Lori Simons Chapter 10: Measuring Individual Differences in Epistemological Beliefs .................................. 123 Kelly L. Y. Ku Chapter 11: Measuring Well-Being in the Scholarship of Teaching and Learning ...................... 133 Kristin Layous, S. Katherine Nelson, and Angela M. Legg 3
Page 1: A COMPENDIUM OF SCALES for use in t
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: References References marked with a
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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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References References marked with a
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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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Robby, M.A. -CASQ -SAT/9 Scores -¹
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Steinberg, K. S., Hatcher, J. A., B
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Chapter 10: Measuring Individual Di
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either unnecessary or is referenced
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Park, 2005). The merit of the instr
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Similar factor structures were prod
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Chapter 11: Measuring Well-Being in
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items, and the PANAS 44 items, and
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Meaning in Life The Meaning in Life
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future,” using a 5-point scale (1
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Domain-Specific Stress and Anxiety
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demonstrate peoples' varying levels
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Gehlbach, H. (2015). Seven survey s
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Ritchie, R. A., Meca, A., Madrazo,
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Chapter 12: Assessing Professor-Stu
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ends with some unanswered questions
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positively about their professors
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The PSRS underwent further validati
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help or hinder the graduate student
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Komarraju, M. (2013). Ideal teacher
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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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