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

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Suggestions for Reading this E-Book The organization of this e-book allows readers to pick their own starting point. Whereas the Chapters in Section 1 provide excellent and practical advice on aspects of the scale selection and development process, each chapter in Section 2 provides a standalone account of that topic’s validated scales, permitting readers to use each chapter as its own reference guide. In tracking down these existing scales, readers may be pleased to discover that within the references section of each chapter, an asterisk is placed next to the reference for each scale discussed within that chapter. Our hope is that emerging and well-established SoTL researchers alike will find great value in the general and topic-specific guidance within this e-book regarding the best practices in scale development, validation, and use. For educators, this book can also serve as an excellent supplementary text for courses such as tests and measurements, research methods, and educational assessment. Many of the chapters provide accessible descriptions that graduate and even undergraduate audiences will appreciate. Very few resources exist that provide a “compare and contrast” presentation of a variety of measurement tools, especially within the SoTL literature. The chapters in this e-book provide students with exemplars of the scale development and validation process while offering a current account of how SoTL researchers assess different constructs. As an additional tool, many of our authors also provide pedagogical suggestions for teaching students about the scales they discuss. Finally, as our authors note in their individual chapters, many gaps still exist in the development of validated scales for SoTL use. Thus, our final suggestion for readers is to take inspiration from the extant literature and take up the challenge of adding to the field’s increasing reliance on validated measures. It is our hope that, upon developing and validating these much-needed scales, this e-book will require a second edition to update chapters, add new chapters, and reconsider the state of scale validation and use in SoTL work. 8
References Bishop-Clark, C. & Dietz-Uhler, B. (2012). Engaging in the scholarship of teaching and learning: A guide to the process, and how to develop a project from start to finish. Hemdon, VA: Stylus Publishing. Gurung, R. A. R., & Landrum, R. E. (2015). Editorial. Scholarship of Teaching and Learning in Psychology, 1(1), 1-6. Gurung, R. A. R., & Wilson, J. H. (Eds.). (2013). Doing the scholarship of teaching and learning: Measuring systematic changes to teaching and improvements in learning. San Francisco: Jossey-Bass. 9
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 boredom; whereas the former inc
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
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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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