Files
Anton Tolman: As you can see above, I am currently updating all of the instruments listed below to have the notice that they are now licensed using a Creative Commons license (to learn more, click the link). This means everyone is free to use and adapt my instruments, but you need to give credit to me (and Zachary Young, see below) for creating them, and the instruments cannot be used for commercial purposes.
As noted in Projects, Greg Mullen and I are working on adapting the instruments for use in high schools and community colleges. The LSSA-1R and LSSA-3R (for end of semester) also have creative commons attribution licenses. In my book Why Students Resist Learning: A Practical Model for Understanding and Helping Students (Stylus Publishing), we have an Appendix section where I describe how I use these scales along with a description of the reflective Personal Learning Plan.
In brief, students complete the TTM-LS the first week of class and the LSSA-1R in the second along with their Personal Learning Plan. This begins a semester-long ongoing discussion about how to become more effective learners that is capped at the end of the semester with the LSSA-3R. If you want the keys to the TTM-LS, email Anton.Tolman@uvu.edu, and I'll send them to you.
In a recent manuscript, Zachary Young and I tested updates of two other student surveys measuring aspects of the Transtheoretical Model of Change, namely Self-efficacy and Decisional Balance. These links are also included below with Zach's permission.
Here are the links:
TTM-LS: drive.google.com/file/d/19W-gl0JwAItdo7Uvc2loP1zpDghzBRRB/view?usp=sharing
LSSA-1R: drive.google.com/file/d/1mYz7cJcW6OIFhAsi_4O2a61mvrkB8Rl6/view?usp=sharing
LSSA-3R: drive.google.com/file/d/19YctdUNBaFrKnYrSBPhQ-FFpsDMbO-XH/view?usp=sharing
Self-Efficacy (SE) Scale: drive.google.com/file/d/1pccNm5LmG8Ne2QVk7SZ7NFCluUuoZKIg/view?usp=drive_link
Decisional Balance (DB) Scale: drive.google.com/file/d/14-0pk2TBuS12ucEJrXqWic0ZgtP4Ny9A/view?usp=drive_link
TTM-FC (Civic Education project): docs.google.com/document/d/1odQp63BCN6VeWkZkbm1XdrUEInzEUEQD/edit?usp=sharing&ouid=114154707927870425705&rtpof=true&sd=true
Bloom's Taxonomy
I also believe that other useful tools, such as the revised Bloom's Taxonomy (see Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition. New York : Longman and the original: Bloom B. S. (Ed). (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.) can promote student metacognitive evaluation of where they are in their learning, deeper understanding of course assignments, facilitation of critical thinking skills, and how what they are learning fits with personal and professionals goals. With that in mind, I revised the standard "Bloom's Pyramid" into a new form. I don't agree that there is any useful prioritization of the higher levels of Bloom's, and I believe that the application stage serves as a transition or bridge from acquiring factual knowledge to using that knowledge. Some student applied work demonstrates a fuller understanding of concepts while other applied work, especially in novel situations or having to blend or integrate multiple sources, meanings, and concepts, truly brings those skills into the realm of critical thinking. I think that it is valuable for both professors/teachers and students to think about these issues, and I frequently anchor course assignment grading scores to demonstration of various levels of this revised taxonomy. Here, I include a copy of the graphic along with a page demonstrating application in an Abnormal Psychology course.
Tolman's Graphic of Bloom's Taxonomy
Bloom's Examples for Abnormal Psychology
Faculty Instruments
In addition to instruments useful to students to increase their self-awareness of their own readiness to change and use (or non-use) of effective learning strategies, I have created instruments that can be used to enhance faculty awareness of their own readiness to change how they teach (TTM-F), their use of a set of known effective teaching strategies (Teaching Strategies Self-Assessment or TSSA), and two supporting older scales: the Teaching Confidence Scale (measures faculty self-efficacy to change towards more learner-centered teaching or LCT), and the Positives and Negatives of LCT scale (measures decisional balance or the pros/cons of changing according to the TTM theory). To use both of these older scales which have been piloted and improved based on the results but have not yet been fully tested or validated, you would need to include the document below called Operational Definition of LCT. As with the student scales above, if you want the key for the TTM-F scale, just contact me, and I'll send it to you. The TTM-F and TSSA included below are the updated, revised versions focused on higher education faculty.
Teaching Confidence Scale
Positives and Negatives of LCT