Teaching and Learning: Learning Assessment Tools

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.

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

Call Number: LB2822.75

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 

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 Performance.  Perspectives on Psychological Science, 6, 428-453.  doi:10.1111/j.1745-6924.2008.00089.x 
 

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

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

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

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 ) 

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

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 LPQ.  British Journal of Educational Psychology, 68, 395–407. 

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

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.

Zimmerman, W.S., Parks, H., Gray, K., & Michael, W.B. (1977). The validity of traditional cognitive measures and of scales of the Study Habits and Methods Survey in the prediction of the academic success of Educational Opportunity Program students. Educational and Psychological Measurement, 37, 465–470

Schraw. G., & Dennison, S. P. (1994). Assessing metacognitive awareness. Contemporary 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.

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 

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

Macaskill, A., & Taylor, E. (2010). The development of a brief measure of learner autonomy in university students. Studies in Higher Education, 35(3), 351-359.

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 Education, 41(1), 154-166.