Rubric and Instrument Prompts on pages 87-98 of dissertation Argument Education in Higher Education
Pages 109-113 of this dissertation, Predictors of Critical Thinking Among College Students show the questions and scoring for this assessment
Rubric and Instrument Prompts on pages 87-98 of dissertation Argument Education in Higher Education
Pages 109-113 of this dissertation, Predictors of Critical Thinking Among College Students show the questions and scoring for this assessment
The Comprehensive Assessment of Team Member Effectiveness (CATME) Short Version (Loughry, Ohland, & Moore, 2007) is an instrument for peer evaluation and self-evaluation by team members. This short version of the original 87-item CATME assesses a wide range of teamwork behaviors and was designed to be applicable to any context where teamwork is used. The final 33-item instrument measures 5 broad categories of team member contributions: Contributing to the team's work (8 items); Interacting with teammates (10 items); Keeping the team on track (7 items); Expecting quality (4 items); and Having relevant knowledge, skills, and abilities (4 items). College students completed the short version of the CATME using a 7-point response scale ranging from 1 (strongly disagree) to 7 (strongly agree). Factor analysis supported the measure's 5-factor structure. Additionally, the measure displayed a high level of internal consistency. (PsycTESTS Database Record (c) 2016 APA, all rights reserved)
Two instruments can found in the appendices of the attached dissertation: (1) Collaboration and (2) Trust in Teams.
Tool begins on page 7.
Terms of use can be found here: https://nexusipe-resource-exchange.s3-us-west-2.amazonaws.com/IIC%20Terms%20of%20Use.pdf
Scale on pages 37-39
n the age of rapid educational and technological changes, learners are required to thinkflexibly and adapt to new ways oflearning and communicating (Barak, Watted,&Haick, 2016;Griffin, McGaw,&Care, 2012;NRC, 2012a). Flexibility is one ofmany skills necessary for success in work, life, and learning in the 21st century (OECD, 2013; P21, 2009). In this study, wefocused on“flexible thinking”since it receives little attention in comparison to other 21st century skills, such as: creativethinking (e.g.Navarrete, 2013), critical thinking (e.g.Kong, 2015; Lee, 2015), or problem solving (e.g.Chao, 2016; vanMerri€enboer, 2013).
The cognitive flexibility inventory (CFI) was developed to be a brief self-report measure of the type of cognitive flexibility necessary for individuals to successfully challenge and replace maladaptive thoughts with more balanced and adaptive thinking. It was designed to measure three aspects of cognitive flexibility: (a) the tendency to perceive difficult situations as controllable; (b) the ability to perceive multiple alternative explanations for life occurrences and human behavior; and (c) the ability to generate multiple alternative solutions to difficult situations.
The Cross Cultural Adaptability Inventory sample is on pages 103 & 104 of the attached dissertation.
Four dimensions of inner strength were previously identified in a meta-theoretical analysis: firmness, creativity, connectedness, and flexibility. OBJECTIVE The aim of this study was to develop an Inner Strength Scale (ISS) based on those four dimensions and to evaluate its psychometric properties. METHOD An initial version of ISS was distributed for validation purpose with the Rosenberg Self-Esteem Scale, the resilience scale, and the sense of Coherence Scale. A convenience sample of 391 adults, aged 19-90 years participated. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were used in the process of exploring, evaluating, and reducing the 63-item ISS to the 20-item ISS. Cronbach's alpha and test-retest were used to measure reliability.