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Teaching and Learning: Learning Assessment Tools

This guide will assist you in conducting research for projects and grants related to teaching and learning.

Scales for Scholarship of Teaching and Learning Research

This electronic book, available for free downloading, provides descriptions of multiple scales that can be used in SoTL research. Information is providing for choosing and using these scales.

The book can be downloaded from the website of the Society for the Teaching of Psychology.

Classroom Assessment Techniques

This book provides numerous practical strategies that may be implemented into classroom teaching.

Call Number: LB2822.75

Rubrics for Assessing Learning

VALUE (Valid Assessment of Learning in Undergraduate Education) Rubrics 

These rubrics may be downloaded (free) from the website of the Association of American Colleges and Universities

Rubrics are used to assess learning related to the following knowledge, skills, and values:

  • Written Communication
  • Oral Communication
  • Inquiry and Analysis
  • Critical Thinking
  • Creative Thinking
  • Problem Solving
  • Global Learning
  • Quantitative Literacy
  • Information Literacy
  • Reading
  • Teamwork
  • Civic Knowledge and Engagement
  • Intercultural Knowledge and Competence
  • Ethical Reasoning and Action
  • Foundations and Skills for Lifelong Learning
  • Integrative Learning

Rubrics on the following topics designed at the The University of Toronto through a HEQCO-funded project: problem-solving, design, investigation, communication, teamwork

Rubrics are available on the University of Toronto project website 

 

Study Habits, Skills, and Attitudes

This article provides a table listing tools for assessing study habits, skills, and attitudes. The table is on p. 429.

Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The Third Pillar Supporting Collegiate Academic PerformancePerspectives on Psychological Science, 6, 428-453.  doi:10.1111/j.1745-6924.2008.00089.x 
 

Learning and Study Skills Inventory

Weinstein, C.E., & Palmer, D.R. (2002). User’s manual for those administering the Learning and Study Strategies Inventory. Clearwater, FL: H&H Publishing.

Study Process Questionnaire (SPQ)

Biggs, J., Kember, D., & Leung, D.Y.P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149. doi: 10.1348/000709901158433

Inventory of Learning Processes (ILP)

Schmeck, R., Geisler-Brenstein, E., & Cercy, S. (1991). Self concept and learning: The revised Inventory of Learning Processes. Educational Psychology, 11, 343–362.

Survey of Study Habits and Attitudes (SSHA)

Brown, W. F., & Holtzman, W. (1967). Survey of study habits and attitudes, SSHA Manual (pp. 4–30).  New York: The Psychological Corporation.

Note: Available at University of Guelph Library Annex - Must place hold to obtain  (LA 418.O6 A852 NO.3 ) 

Revised Approaches to Studying Inventory

Entwistle, N. J., & Tait, H. (1995) The Revised Approaches to Studying Inventory. Edinburgh: University of Edinburgh Centre for Research on Learning and Instruction.

Revised Learning Processes Questionnaire

Kember, D., Biggs, J., & Leung, D. Y. P. (2004).  Examining the multidimensionality of approaches to learning through the development of a revised version of the learning process questionnaire. British Journal of Educational Psychology, 74, 261–280.

Kember, D., Leung, D. Y. P. (1998).  The dimensionality of approaches to learning: An investigation with confirmatory factor analysis on the structure of the SPQ and LPQBritish Journal of Educational Psychology, 68, 395–407. 

Biggs, J. (1987).  Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.​

Motivated Strategies for Learning Questionnaire (MSLQ)

Pintrich, P. R., Smith, D. A. F., García, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.

Pintrich, P. R., Smith, D. A. F., García, T., & McKeachie,W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813.

Study Attitudes and Methods Survey (SAMS)

Metacognition

Schraw. G., & Dennison, S. P. (1994). Assessing metacognitive awarenessContemporary Educational Psychology, 19, 460-475.

For science-oriented disciplines: 

Cooper, M. M., & Sandi-Urena, S.  (2009). Design and validation of an instrument to assess metacognitive skillfulness in chemistry problem solving.  Journal of Chemical Education, 86, 240-245.

Self-Regulation Questionnaire

Brown J. M, Miller, W. R., Lawendowski, L. A. (1999).  The self-regulation questionnaire. In L. VandeCreek, & T. L. Jackson (Eds.), Innovations in clinical practice: A sourcebook. Vol. 17 (pp. 281–292). Sarasota, FL: Professional Resource Press/Professional Resource Exchange 

Grit

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. Grit Scale

Learner Autonomy

Macaskill, A., & Taylor, E. (2010). The development of a brief measure of learner autonomy in university students. Studies in Higher Education35(3), 351-359.

Student Belongingness, Engagement, and Self-Confidence

Yorke, M. (2016). The development and initial use of a survey of student ‘belongingness’, engagement and self-confidence in UK higher education. Assessment & Evaluation in Higher Education41(1), 154-166.