一种新的、基于深度的量化方法来评估转化学习

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
J. Wiley, Kristofor R. Wiley, Loren Intolubbe-Chmil, Devi Bhuyan, K. Acheson
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引用次数: 5

摘要

转型学习(TL)目标在高等教育、继续教育和其他成人学习环境中越来越普遍;然而,对TL进行有效和可靠的评估并不常见。这种不平衡要求发展评估方法,以便更深入地了解自我的深刻重塑是如何、何时以及为什么发生的。我们相信,基于其量表与Hoggan对TL研究的荟萃分析所确定的结构的一致性,信念、事件和价值观量表(BEVI)是TL的有效定量测量。在这篇文章中,我们总结了Hoggan和BEVI之间的理论人行横道,为BEVI作为TL测量的结构有效性提供了统计证据,并为解释TL得分提供了指导。我们讨论了这种方法对高等教育以及其他成人学习环境(如心理健康和身心健康)的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A New, Depth-Based Quantitative Approach to Assessing Transformative Learning
Transformative learning (TL) goals are becoming commonplace in higher education, continuing education, and other adult learning contexts; however, valid and reliable assessments of TL are not so common. This imbalance begs the development of assessment methods that allow for a deeper understanding of how, when, and why deep reshaping of self takes place. We believe the Beliefs, Events, and Values Inventory (BEVI) to be an effective quantitative measure of TL based on the alignment of its scales with constructs identified by Hoggan’s meta-analysis of TL research. In this article, we summarize the theoretical crosswalk between Hoggan and the BEVI, offer statistical evidence of construct validity for the BEVI as a measure of TL, and provide guidance for interpreting TL scores. We discuss implications of this methodology for higher education as well as other adult learning contexts such as mental health and wellness.
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来源期刊
Journal of Transformative Education
Journal of Transformative Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
20.00%
发文量
35
期刊介绍: The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive discourse across the spectrum of issues which transformational education encompasses. Those issues include individual experience, educational and institutional processes, formal and informal purposes and venues for such education, and cultural issues such as accessibility and social context for transformative education.
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