Inventories & Surveys
There are several instruments available that can help to identify our often tacit beliefs about teaching and learning. Although educational psychologists caution that measures of this type are difficult to develop and validate (Brownlee & Schraw, 2017), completing even one of the following can be insightful.
The Teaching Goals Inventory was developed by Tom Angelo and Patricia Cross and is used in their text Classroom Assessment Techniques: A Handbook for College Teachers (available in the DCAL Library). This instrument identifies instructional goals clustered under these categories:
- Higher-order thinking skills
- Basic academic success skills
- Discipline-specific knowledge and skills
- Liberal arts and academic values
- Work and career preparation
- Personal development
Once those goals are identified, the handbook can be used to explore dozens of techniques to assess how well you are meeting those goals. The link connects with a version that will score the inventory after completion.
The Teaching Perspectives Inventory (TPI) measures perspectives and views about teaching across 5 dimensions:
- Transmission: Delivering content
- Apprenticeship: Modeling ways of being
- Developmental: Cultivating ways of thinking
- Nurturing: Facilitating personal agency
- Social Reform: Seeking a better society. (Pratt, 1998, p. 11)
The developers of the TPI state that where one falls within these perspectives is a result of both personal philosophy and one's particular context and discipline. One can teach effectively or poorly holding any perspective, and it is possible to have multiple perspectives at play in different aspects of a single course (Collins & Pratt, 2010)
Once completed, the Epistemic Beliefs Inventory generates a report that places you on a continuum of beliefs about the nature of knowledge and its acquisition between objectivism and subjectivism.
The Online Teaching Survey helps identify the nature of high-quality online teaching and learning. Instructors who teach “blended” courses using a learning management system can use this survey to gauge how well your course design helps students engage with the content as well as with each other.