Transformative learning: a review of the assessment tools

Alessandra Romano

Abstract


The article offers a review of the main instruments and surveys (see Stuckey, Taylor, Cranton, 2013) for the evaluation of the process and of the outcomes of learning activities and experiences that may be conceptualized as transformative learning experiences. To be included in the present survey review, the questionnaire would need to (a) build on Mezirow’s transformative learning definition, (b) represent the instrument of an empirical study with a methodology section, (c) be written in English language and/or be translated in Italian language.

Particularly, three instruments are analyzed and compared: the first is the LAS (Learning Activities Survey, King, 2009) questionnaire. The multiple choice and open answers questionnaire developed by the research group of Professor King, University of South Florida (King, 2009) is based on the theory of the ten steps precursors to transformative learning (King, 2009).

The second questionnaire is the Transformative Learning Survey (Stuckey, Taylor, Cranton, 2014), a 112-item survey that assesses the outcomes and processes of engaging in transformative learning in any context. There are four scales that describe the outcomes of transformative learning and 15 scales that describe the various ways in which transformative learning can occur. The third is the VALUE rubric (Valid Assessment of Learning in Undergraduate Education) (AACU, 2013), whose variation Student Transformative Learning Record (Barthell et al., 2010) has been created by the Association of American Universities and Colleges for the assessment of students’ own authentic work, produced across their diverse learning progressions and institutions, to determine whether and how well students are meeting graduation level achievement in learning outcomes that both employers and faculty consider essential.

 


Keywords


transformative learning; teaching and learning

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References


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