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

References

• Bandura, A. 1991. “Social Cognitive Theory of Self-Regulation.” Organizational Behavior and Human Decision Processes 50 (2): 248–287.10.1016/0749-5978(91)90022-L
   Web of Science ®Google Scholar
• Candy, P. C., R. G. Crebert, and J. O’Leary. 1994. Developing Lifelong Learners through Undergraduate Education. Commissioned report: National Board of Employment, Education and Training. ISBN 9780644353496, Volume no. 28 (January).
   Google Scholar
• CAT (Critical Thinking Assessment Test) – Tennessee Technological University. 2015. Accessed May 13. https://www.tntech.edu/cat
   Google Scholar
• CLA+ Overview. 2015. Performance Assessment. Accessed May 13. cae.org/products-and-services/higher-education-assessment/critical-thinking-assessments
   Google Scholar
• Crick, R. D., P. Broadfoot, and G. Claxton. 2004. “Developing an Effective Lifelong Learning Inventory: The ELLI Project.” Assessment in Education: Principles, Policy & Practice 11 (3): 247–272. doi:10.1080/0969594042000304582.
   Google Scholar
• Cruce, T. M., G. C. Wolniak, T. A. Seifert, and E. T. Pascarella. 2006. “Impacts of Good Practices on Cognitive Development, Learning Orientations, and Graduate Degree Plans during the First Year of College.” Journal of College Student Development 47 (4): 365–383. doi:10.1353/csd.2006.0042.
   Web of Science ®Google Scholar
• Dweck, C. S. 2000. Self-Theories. Essays in Social Psychology. Philadelphia, PA: Psychology Press.
   Google Scholar
• Elliot, A. J., and H. A. McGregor. 2001. “A 2 × 2 Achievement Goal Framework.” Journal of Personality and Social Psychology 80 (3): 501–519.10.1037/0022-3514.80.3.501
   PubMed Web of Science ®Google Scholar
• Hendry, G. D., R. G. Cumming, P. M. Lyon, and J. Gordon. 2001. “Student-Centred Course Evaluation in a Four-Year, Problem Based Medical Programme: Issues in Collection and Management of Feedback.” Assessment & Evaluation in Higher Education 26 (4): 327–339.
   Google Scholar
• Hilpert, J. C., J. Stempien, K. J. van der Hoeven Kraft, and J. Husman. 2013. “Evidence for the Latent Factor Structure of the MSLQ a New Conceptualization of an Established Questionnaire.” Sage Open 3 (4): 1–10.
   Google Scholar
• Kirby, J. R., Christopher Knapper, and P. Lamon, and W. J. Egnatoff. 2010. “Development of a Scale to Measure Lifelong Learning.” International Journal of Lifelong Education 29 (3): 291–302. doi:10.1080/02601371003700584.
   Google Scholar
• Knapper, C. K., and A. J. Cropley. 2000. Lifelong Learning in Higher Education. 3rd ed. London: Stylus Publishing.
   Google Scholar
• Malhotra, N. 2008. “Completion Time and Response Order Effects in Web Surveys.” Public Opinion Quarterly 72 (5): 914–934. doi:10.1093/poq/nfn050.
   Web of Science ®Google Scholar
• Ouimet, J. A., and R. A. Smallwood. 2005. “Assessment Measures: CLASSE–The Class-Level Survey of Student Engagement.” Assessment Update 17 (6): 13–15.
   Google Scholar
• Peet, Melissa, Steven Lonn, Patricia Gurin, K. Page Boyer, Malinda Matney, Tiffany Marra, Simone Himbeault Taylor, and Andrea Daley. 2011. “Fostering Integrative Knowledge through EPortfolios.” International Journal of EPortfolio 1 (1): 11–31.
   Google Scholar
• Pintrich, P. R. 2004. “A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students.” Educational Psychology Review 16 (4): 385–407.10.1007/s10648-004-0006-x
   Web of Science ®Google Scholar
• Pintrich, P. R., D. A. F. Smith, T. Garcia, and W. J. Mckeachie. 1993. “Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (MSLQ).” Educational and Psychological Measurement 53 (3): 801–813. doi:10.1177/0013164493053003024.
   Web of Science ®Google Scholar
• Rhodes, T. L., and A. P. Finley. 2013. Using the VALUE Rubrics for Improvement of Learning and Authentic Assessment. Washington, DC: Association of American Colleges and Universities.
   Google Scholar
• Ryan, R. M., and E. L. Deci. 2000. “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.” Contemporary Educational Psychology 25 (1): 54–67. doi:10.1006/ceps.1999.1020.
   PubMed Web of Science ®Google Scholar
• Weinstein, C. E., A. Woolfolk, D. R. Palmer, and A. C. Schulte. 1987. Learning and Study Strategies Inventory Package. Clearwater, FL: H&H Publishing.
   Google Scholar
• Zimmerman, B. J. 1990. “Self-Regulated Learning and Academic Achievement: An Overview.” Educational Psychologist 25 (1): 3–17.10.1207/s15326985ep2501_2
   Web of Science ®Google Scholar
• Zimmerman, B. J., S. Bonner, and R. Kovach. 1996. Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy. Psychology in the Classroom. Washington, DC: American Psychological Association.10.1037/10213-000
   Google Scholar
• Zimmerman, B. J., and M. Martinez-Pons. 1988. “Construct Validation of a Strategy Model of Student Self-Regulated Learning.” Journal of Educational Psychology 80 (3): 284–290.10.1037/0022-0663.80.3.284
   Web of Science ®Google Scholar