Measuring learning dispositions is one step in fostering and developing life skills in students, and it is one of the goals of a HEQCO-funded three-year pilot project studying the implementation and assessment of generic learning outcomes. The Task Learning Orientation (TLO) tool was developed to provide a sustainable and reliable self-assessment method specific to the research goals. The TLO combines existing self-report measures, rubric descriptors and qualitative responses, and is used to measure motivation, learning beliefs, self-efficacy, transfer, organization and self-regulation.
In this research, we randomly sampled students from three first year University courses, from the Faculties of Arts and Science (n= 176) and Engineering and Applied Science (n=216). We used scales from the Motivated Strategies for Learning Questionnaire (MSLQ) to derive our initial data. Analysis of results, together with feedback from faculty was used to develop the TLO. The TLO was piloted within the Faculty of Engineering and Applied Science (n= 426) with partial success, and has been improved based on those results. Presented here is the TLO, and associated Learning Orientation/ Self-Regulation rubric. Also demonstrated is how the qualitative component of the tool guides student reflection, focuses on strengths and weaknesses, thus informing instructors on areas for course improvement. Testing is continuing with alternate populations to further refine the tool, and audience members will be encouraged to reflect on measurement of learning dispositions within their own context. The longitudinal use of this tool is designed to track learning orientations and self-regulation of students through their undergraduate program, with the desire that they become more intrinsically motivated and develop self-regulatory life skills as they progress to become highly employable graduates.