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

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Litwin, M. S. (2003). How to assess and interpret survey psychometrics (Vol. 8). Thousand Oaks, CA: Sage. Mahon-Haft, T. A., & Dillman, D. A. (2010). Does visual appeal matter? Effect of web survey aesthetics on survey quality. Survey Research Methods, 4(1), 43-59. doi:10.18148/srm/2010.v4i1.2264 Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741-749. Meyerson, P., & Tryon, W. W. (2003). Validating internet research: A test of the psychometric equivalence of internet and in-person samples. Behavior Research Methods, Instruments, & Computers, 35(4), 614-620. doi:10.3758/BF03195541 Miller, E. T., Neal, D. J., Roberts, L. J., Baer, J. S., Cressler, S. O., Metrik, J., & Marlatt, G. A. (2002). Test-retest reliability of alcohol measures: Is there a difference between internet-based assessment and traditional methods? Psychology of Addictive Behaviors, 16(1), 56-63. doi:10.1037/0893-164X.16.1.56 Noar, S M. (2009). The role of structural equation modeling in scale development. Structural Equation Modeling: A Multidisciplinary Journal, 10(4), 622-647, doi:10.1207/S15328007SEM1004_8 Nosek, B. A., Banaji, M. R., & Greenwald, A. G. (2002). E-research: ethics, security, design, and control in psychological research on the internet. Journal of Social Issues, 58(1), 161- 176. doi:10.1111/1540-4560.00254 Polit, D. F. (2014). Getting serious about test-retest reliability: a critique of retest research and some recommendations. Quality of Life Research, 23, 1713-1720. doi:10.1007/s11136- 014-0632-9 Polit, D. F., & Beck, C. T. (2006). The Content Validity Index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing & Health, 29, 489-497. Presser, S., Couper, M. P., Lessler, J. T., Martin, E., Martin, J., Rothgeb, J. M., & Singer, E. (2004). Methods for testing and evaluating survey questions. Public Opinion Quarterly, 68(1), 109-130. doi:10.1093/poq/nfh008 Ryan, K., Gannon-Slater, N., & Culbertson, M. J. Improving survey methods with cognitive interviews in small- and medium-scale evaluations. American Journal of Evolution, 33(3), 414-430. doi:10.1177/1098214012441499 Ryan, R. & Wilson, J. H. (2014). Professor-student rapport scale: Psychometric properties of the brief version. Journal of the Scholarship of Teaching and Learning, 14(3), 64-74. doi:10.14434/josotl.v14i3.5162 Schaeffer, N. C., & Presser, S. (2003). The science of asking questions. Annual Review of Sociology, 29(1), 65-88. doi:10.1146/annurev.soc.29.110702.110112 Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8(4), 350- 353. doi:10.1037/1040-3590.8.4.350 Schmitt, T. A. (2011). Current methodological considerations in exploratory and confirmatory factor analysis. Journal of Psychoeducational Assessment, 29(4), 304-321. doi:10.1177/0734282911406653 Simons, D. J. (2014). The value of direct replication. Perspectives on Psychological Science, 9(1), 76-80. doi:10.1177/1745691613514755 42
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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: Fraley, R. C., & Vazire, S. (2014).
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 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 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 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:
References References marked with a
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:
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:
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., &
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A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

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