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TOOL DESIGN

Self-assessment  surveys are very popular but are
limited to a single perspective of the self and a narrow look at interactions from the point-of-view of the person answering the survey. With guidance, this survey data can be helpful to the  individual when it's explained HOW this survey data can serve to inform the individual of their own growth over time, while also avoiding extrinsic motivation relative to the scoring of the survey.

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Teaching Strategy Self-Assessment (TSSA)
Strategies for Teachers to Improve Student Learning

Strategies Included:

Developing Individual/Group Communication Skills
Explicitly Instructing Use of Cognitive Strategies
Discussing Cognitive Stages/Styles of Learning
Student Involvement in Content/Deadlines
Student Groups more than Teacher Lecture
In-Class Formative Assessment Methods
Group-Based Problem-Solving Activities
Peer Feedback prior to Teacher Feedback
Increasing Student Exploration/Discussion
Allowing Resubmitting of Corrected Tasks
Increasing Peer-Based Collaboration
Explaining Task Rubrics/Expectations
Peer-Driven In-Class Discussions
Mini-Lectures (10min or less)
Peer-Based Feedback Loops

25 Quantitative

Responses

Multiple Qualitative

Responses

Online Assessment

on University Server

Learning Strategy Self-Assessment (LSSA)
Strategies for Students to Improve Student Learning

Strategies Included:

Connecting Learned Concepts to Real-World Examples
Spending Time Helping Classmates with Content
Reviewing Materials within 4 hrs of Class End
Sharing with Peers about Learned Concepts
Preparing Questions Prior to Instruction
Reviewing Materials (at least 2 times)
Participating in Student Study Group
Preparing for Exam with Peer(s)
Clarifying Unknown Words
Completing All Tasks
Concept Mapping
Preview Reading
Study Schedule
Active reading
Annotating

25 Quantitative

Responses

Multiple Qualitative

Responses

Online Assessment

on University Server

This relatively simple questionnaire reveals more than an interest in change. It reveals an insight into a willingness to acknowledge the value of a particular nugget of knowledge.

This study uses this tool to highlight a person's Readiness to Change in context of novel teaching and learning practices which can improve student learning in secondary and post-secondary school environments.

By applying what we know about psychological behavior to teaching and learning in schools, we intend to show how this tool can indicate how best to introduce new ideas into schools.

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Trans-Theoretical Model (TTM) for Behavior Change
Measuring Readiness for Change
 

TTM Stages:

1. Pre-Contemplation-1
2. Pre-Contemplation-2
3. Contemplation
4. Preparation
5. Action Phase
6. Maintenance