Searchable Title

Self-Assessment Scale on Active Learning and Critical Thinking (SSACT) (appears in: Enhancing Students' Learning in Problem Based Learning: Validation of a Self-Assessment Scale for Active Learning and Critical Thinking.) Copyright: Creative Commons License.

Reference Type

Journal Article

Authors, Section

Khoiriyah, U.; Roberts, C.; Jorm, C.; Van der Vleuten, C. P.

Title, Section

Self-Assessment Scale on Active Learning and Critical Thinking (SSACT) (appears in: Enhancing Students' Learning in Problem Based Learning: Validation of a Self-Assessment Scale for Active Learning and Critical Thinking.) Copyright: Creative Commons License.

Publication Year

2015

Journal Title

BMC Medical Education

Volume

15

Issue

Aug. 26

Pages

140

Availability

online

PMID

PMID: 26306762

DOI

10.1186/s12909-015-0422-2

Abstract

Instrument is in Table 4. BACKGROUND: Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. METHODS: We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. RESULTS: The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. CONCLUSIONS: The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

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