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

Natalie Simper*, James Kaupp, Brian Frank, Jill Scott

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)

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.

Original languageEnglish
Pages (from-to)1159-1175
Number of pages17
JournalAssessment and Evaluation in Higher Education
Volume41
Issue number8
Early online date29 Jul 2015
DOIs
Publication statusPublished - 16 Nov 2016
Externally publishedYes

Fingerprint Dive into the research topics of 'Development of the Transferable Learning Orientations tool: providing metacognitive opportunities and meaningful feedback for students and instructors'. Together they form a unique fingerprint.

Cite this