Development of the Transferable Learning Orientations tool: providing metacognitive opportunities and meaningful feedback for students and instructors

Simper, Natalie; Kaupp, Jake; Frank, Brian; Scott, Jill

doi:10.1080/02602938.2015.1070117

Cited by 15 publications

(26 citation statements)

References 14 publications

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“…The TLO tool was developed to determine students' inclination towards lifelong learning (Simper et al 2016(Simper et al :1159(Simper et al , 1173. Simper et al (2016Simper et al ( :1162 identified transfer as a dimension of lifelong learning, along with motivation, learning belief, self-efficacy and organisation. The TLO measures each of these dimensions, which will be referred to as categories in the rest of this discussion.…”

Section: The Transferable Learning Orientations Toolmentioning

confidence: 99%

“…The TLO measures each of these dimensions, which will be referred to as categories in the rest of this discussion. The TLO is a triangulated measure, consisting of four scale items for each of the categories mentioned above, one rubric-type question and one open-ended question per category (Simper et al 2016(Simper et al :1165. Feedback is based on a five-point scale, with responses ranging from 'Not at all like me' to 'Very true of me' (Simper et al 2016(Simper et al :1162.…”

Section: The Transferable Learning Orientations Toolmentioning

confidence: 99%

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Evaluating undergraduate students’ self-directed learning experiences during research-based learning

Uys¹,

Chigona²

2020

NWU Self-Directed Learning Series

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThis scholarly book is the third volume in an NWU book series on self-directed learning. It is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector, but it also includes all scholars in the field of teaching and learning in the various education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, chapters in the book are closely linked together around selfdirected learning as central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education), to form a rich knowledge bank of work on self-directed learning. This book serves as a valuable contribution to the body of scholarship in self-directed learning.In accordance with the requirements of the Department of Higher Education and Training, this book contains original content not published before and no part of the work was plagiarised.

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Section: The Transferable Learning Orientations Toolmentioning

confidence: 99%

Section: The Transferable Learning Orientations Toolmentioning

confidence: 99%

Evaluating undergraduate students’ self-directed learning experiences during research-based learning

Uys¹,

Chigona²

2020

NWU Self-Directed Learning Series

View full text Add to dashboard Cite

show abstract

“…Such knowledge should be assessed with regards to context of activities. The objective of teaching and assessing LLL is to make students aware of their own learning and facilitate student engagement in meta-cognitive processes by providing a reflective point of reference [20].…”

Section: Lll Abilities and Taxonomy For Learningmentioning

confidence: 99%

“…However, for the lifelong learning attribute there is a subtle distinction; it requires that the students play an active role in the assessment process. As commented in [20] "lifelong learning traits are virtually impossible to observe through conventional summative assessment methods, necessitating self-evaluation as a key part of any evaluation process". Also it is important to recognize that the purpose is to assess preparation for lifelong learning and not to measure continuing learning among alumni through some longitudinal measures.…”

Section: Assessment Of Lifelong Learningmentioning

confidence: 99%

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Teaching and Assessing Lifelong Learning in Laboratory Courses

Ahmed¹

2018

PCEEA

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– Lifelong learning might be one of the most important attributes for students pursuing a professional degree, e.g. medicine, law or engineering. From teaching and assessment point of view, it may be one of the most challenging attributes. In engineering programs, it is one of the required graduate attributes identified by the Canadian Engineering Accreditation Board (CEAB), the Accreditation Board for Engineering and Technology (ABET) in the USA and other accreditation bodies around the world. In this article we present a laboratory procedure to teach and assess lifelong learning in an engineering program. The concept of lifelong learning as defined by different accreditation bodies is discussed first and corresponding learning outcomes are developed using the revised Bloom’s taxonomy. Student activities required to achieve the outcomes are then devised. The links between pre-, in- and post-lab activities and the learning outcomes are established and the approach to run a laboratory course is designed. Finally, the assessment is planned using the so-called VALUE rubric by mapping the learning outcomes on the six dimensions of the rubric. The procedure is being implemented phase by phase in the laboratory component of a senior level course on process dynamics and control in the process engineering program at Memorial University of Newfoundland.

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Content and internal structural validity of the motivation for mathematics abbreviated instrument

Butler

Dedrick

2021

SN Soc Sci

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This study details the development and initial validation of a 16-item psychometric instrument measuring college students’ motivation for mathematics. The Motivation for Mathematics Abbreviated Instrument (MMAI) consists of four factors (intrinsic motivation, mastery orientation, performance orientation, and expectancy) that were derived from three predominant motivation theories: self-determination, achievement goal, and expectancy value. The instrument development process began with an initial pool of 107 items from existing motivational measures. Input from members of the American Education Research Association (AERA) Special Interest Group (SIG) for Motivation in Education, interviews with students and instructors, and factor analyses of a preliminary (n = 186 post-secondary students) and final administration (n = 386 post-secondary students) of the instrument were used to create the final version of the 16-item measure. Qualitative analyses verified content. Results of the confirmatory factor analyses indicated acceptable fit of the 16-item four-factor model and measurement invariance by gender. We found strong composite reliability. Average variance extracted revealed acceptable internal validity. We conclude that the MMAI is a brief, psychometrically sound measure of motivation that provides a practical and useful tool for classroom-based research into motivation for mathematics.

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Development of the Transferable Learning Orientations tool: providing metacognitive opportunities and meaningful feedback for students and instructors

Cited by 15 publications

References 14 publications

Evaluating undergraduate students’ self-directed learning experiences during research-based learning

Evaluating undergraduate students’ self-directed learning experiences during research-based learning

Teaching and Assessing Lifelong Learning in Laboratory Courses

Content and internal structural validity of the motivation for mathematics abbreviated instrument

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