Development of the Transferable Learning Orientations Tool: Providing Metacognitive Opportunities and Meaningful Feedback for Students and Instructors

Autor/inn/en	Simper, Natalie; Kaupp, James; Frank, Brian; Scott, Jill
Titel	Development of the Transferable Learning Orientations Tool: Providing Metacognitive Opportunities and Meaningful Feedback for Students and Instructors
Quelle	In: Assessment & Evaluation in Higher Education, 41 (2016) 8, S.1159-1175 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2015.1070117
Schlagwörter	Learning Strategies; Questionnaires; Test Construction; Metacognition; Feedback (Response); Multiple Choice Tests; Undergraduate Students; Engineering Education; Reliability; Correlation; Scoring Rubrics; Validity; Lifelong Learning; Foreign Countries; Student Motivation; Beliefs; Self Efficacy; Transfer of Training; Organization; Canada; Learning and Study Strategies Inventory; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Testaufbau; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Ingenieurausbildung; Reliabilität; Korrelation; Scoring formulas; Auswertungsbogen; Gültigkeit; Life-long learning; Lebenslanges Lernen; Ausland; Schulische Motivation; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Training; Transfer; Ausbildung; Organisation; Organisationsstruktur; Kanada
Abstract	This study encapsulates the development and testing of the Transferable Learning Orientations (TLO) tool. It is a triangulated measure built on select scales from the Motivated Strategies for Learning Questionnaire (MSLQ), together with multiple-choice items adapted from the lifelong learning VALUE rubric, and an open-ended response for each dimension. Select scales from the MSLQ were tested in a range of undergraduate courses, and the TLO (version one) was developed and piloted in a first-year engineering course. Minor refinements were made, and the TLO (version two) was retested with second-year undergraduates. The TLO is designed to engage students in meta-cognitive processes and provide meaningful feedback to students. The dimensions are outcome motivation, learning belief, self-efficacy, transfer and organisation. Results from the second-year group were more consistent and reliable than the first-year group, suggesting that context is an important factor. The scales demonstrate acceptable reliability, and the moderate correlations between scale scores and rubric ratings provide support for concurrent validity. We recommend the TLO be tested with broader populations to confirm psychometric properties and that it be implemented longitudinally to investigate the development of learning skills and changes in orientations over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01