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

Recommendations

Info

Clifford, J. S., Boufal, M. M., & Kurtz, J. E. (2004). Personality traits and critical thinking skills in college students. Assessment, 11, 169-176. doi:10.1177/1073191104263250 Davies, M. (2013). Critical thinking and the disciplines reconsidered. Higher Education Research & Development, 32, 529-544. doi:10.1080/07294360.2012.697878 Dunn, D. S., & Smith, R. A. (2008). Writing as critical thinking. In D. S. Dunn, J. S. Halonen, & R. A. Smith (Eds.), Teaching critical thinking in psychology (pp. 163-173). Malden, MA: Blackwell Publishing. *Ennis, R. H., & Millman, J. (2005a). Cornell Critical Thinking Test, Level X. Pacific Grove, CA: Midwest Publications. *Ennis, R. H., & Millman, J. (2005b). Cornell Critical Thinking Test, Level Z. Pacific Grove, CA: Midwest Publications. *Ennis, R.H., & Weir, E. (1985). The Ennis-Weir Critical Thinking Essay Test. Pacific Grove, CA: Midwest Publications. *Facione, P. A., Facione, R. N., Blohm, S. W., Howard, K., & Giancarlo, C. A. F. (1998). California Critical Thinking Skills Test: Manual (revised). Millbrae, CA: California Academic Press. Fero, L. J., O’Donnell, J. M., Zullo, T. G., Dabbs, A. D., Kitutu, J., Samosky, J. T., & Hoffman, L. A. (2010). Critical thinking in nursing students: Comparison of simulation-based performance with metrics. Journal of Advanced Nursing, 66, 2182-2193. doi:10.1111/j.1365-2648.2010.05385.x Frantz, S., & McCarthy, M. A. (in press). Challenging the status quo: Evidence that introductory psychology can dispel myths. Teaching of Psychology. French, B. F., Hand, B., Nam, J., Yen, H.-J., & Vazquez, V. (2014). Detection of differential item functioning in the Cornell Critical Thinking Test across Korean and North American students. Psychological Test and Assessment Modeling, 56, 275-286. Halonen, J. (1995). The critical thinking companion for introductory psychology. New York, NY: Worth. Halonen, J. S. (2008). Measure for measure: The challenge of assessing critical thinking. In D. S. Dunn, J. S. Halonen, & R. A. Smith (Eds.), Teaching critical thinking in psychology (pp. 61- 75). Malden, MA: Blackwell Publishing. Halpern, D. F. (1987). Analogies as a critical thinking skill. In D. E. Berger, K. Pezdek, & W. P. Banks (Eds.), Applications of cognitive psychology: Problem solving, education, and computing (pp. 305-313). Hillsdale, NJ: Erlbaum. Halpern, D. F. (1996). Thinking critically about critical thinking. Mahwah, NJ: Erlbaum. Halpern, D. F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning, 80, 69- 74. San Francisco, CA: Jossey-Bass. Halpern, D. F. (2003a). Thinking critically about creative thinking. In M. A. Runco (Ed). Critical creative processes. Perspectives on creativity research (pp. 189-207). Cresskill, NJ: Hampton Press. Halpern, D. F. (2003b). Thought and knowledge: An introduction to critical thinking (4 th ed.). Mahwah, NJ: Erlbaum. Halpern, D. F. (2013). A is for assessment: The other scarlet letter. Teaching of Psychology, 40, 358-362. doi:10.1177/0098628313501050 82
*Halpern, D. F. (2010). Halpern Critical Thinking Assessment. Vienna Test System. Modling, Austria: Schuhfried GmbH. Retrieved from http://www.schuhfried.at/ Haw, J. (2011). Improving psychological critical thinking in Australian university students. Australian Journal of Psychology, 63, 150-153. doi:10.1111/j.1742-9536.2011.00018.x Keeling, R. P., & Hersh, R. H. (2012, July/August). Where’s the learning in higher learning? Trusteeship, 20(4), 16-21. Ku, K. Y. L. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4, 70-76. doi:10.1016/j.tsc.2009.02.001 *Lawson, T. J. (1999). Assessing psychological critical thinking as a learning outcome for psychology majors. Teaching of Psychology, 26, 207-209. doi:10.1207/S15328023TOP260311 *Lawson, T. J., Jordan-Fleming, M. K., & Bodle, J. H. (2015). Measuring psychological critical thinking: An update. Teaching of Psychology, 42, 248-253. doi:10.1177/0098628315587624 Lilienfeld, S. O., Lohr, J. M., & Olatunji, B. O. (2008). Encouraging students to think critically about psychotherapy: Overcoming naïve realism. In D. S. Dunn, J. S. Halonen, & R. A. Smith (Eds.), Teaching critical thinking in psychology (pp. 267-271). Malden, MA: Blackwell Publishing. Macpherson, K., & Owen, C. (2010). Assessment of critical thinking ability in medical students. Assessment & Evaluation in Higher Education, 35, 45-58. doi:10.1080/02602930802475471 Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition Learning, 5, 137-156. doi:10.1007/s11409-010-9054-4 McGovern, T. V., Furumoto, L., Halpern, D. F., Kimble, G. A., & McKeachie, W. J. (1991). Liberal education, study in depth, and the arts and sciences major – Psychology. American Psychologist, 46, 598-605. McGovern, T. V., Corey, L., Cranney, J., Dixon, W. E., Jr., Holmes, J.D., Kuebli, J. E., … & Walker, S. J. (2010). Psychologically literate citizens. In D. F. Halpern (Ed.), Undergraduate education in psychology: A blueprint for the future of the discipline (pp. 9-28). Washington, DC: American Psychological Association. McLean, C. P., & Miller, N. A. (2010). Changes in critical thinking skills following a course on science and pseudoscience: A quasi-experimental study. Teaching of Psychology, 37, 85- 90. doi:10.1080/0098628100462714 Muehlenkamp, J. J., Weiss, N., & Hansen, M. (2015). Problem-based learning for introductory psychology: Preliminary supporting evidence. Scholarship of Teaching and Learning in Psychology. Advance online publication. http://dx.doi.org/10.1037/stl0000027 Norris, S. P., & Ennis, R. (1989). Evaluating critical thinking. Pacific Grove, CA: Midwest Publications. O’Hare, L., & McGuinness, C. (2009). Measuring critical thinking, intelligence, and academic performance in psychology undergraduates. The Irish Journal of Psychology, 30, 123- 131. doi: 10.1080/03033910.2009.10446304 83
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: References References marked with a
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 81: References References marked with a
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 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 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 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., &
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?