Purpose: To measure awareness of independent learning.
Sources:
- http://dergipark.gov.tr/download/article-file/296790
- Elshout-Mohr, M., J. Meijer, M.M. van Daalen-Kapteijns, and W. Meeus. 2003. A self-report inventory for metacognition related to academic tasks. Amsterdam: University of Amsterdam, SCO-Kohnstamm Instituut.
Short description:
An inventory of questions designed to measure awareness of independent learning. The AILI is a list of 45 statements about learning and teaching. Respondents are asked to rate how true each statement is for them on a scale of 1 to 7.
“The AILI has been designed for people from whom it can be expected that they possess substantial metacognitive qualities that are based on sample learning experiences. We use the term ‘independent learning’ to designate a type of learning and studying that is accompanied and directed by metacognition. The inventory can be used for students from all stages of higher education, regardless of their specific studies. The instrument will provide an answer to the following three questions:
- To what extent do students, according to themselves, have declarative knowledge about learning and studying?
- To what extent do students, according to themselves, have the skills to systematically regulate their own learning and studying?
- To what extent do students, according to themselves, have a sensitive and inquisitive attitude towards information that is important for further development of their metacognitive knowledge and regulatory skills?
The instrument consists of 45 statements, 15 for each of the above questions. Students are asked to circle a number on a 7-point scale for each statement. The scale ranges from 1: “not true at all” to 7: “ completely true”. Optical readable forms are used for the answers. Two parallel versions of the AILI have been designed. In the A-version 23 items are presented in a positive form and 22 in a negative one (see further down). In the B-version each item that is formulated positively in the A-version is presented in a negative form and vice versa.”
Sample questions:
Instructions: Rate how true each statement is for them on a scale of 1-7.
Sample questions:
- I know which assignments students really need to work at systematically.
- I think it’s necessary to make a conscious effort to work systematically when you are studying.
- When students find it difficult to gain insight into the material to be studied, I know ways to solve this.
Paid or free: Free
Reliability/validity measures: *Only provided for Turkish adaptation.
Reliability: “The reliability coefficients of the sub-dimensions of the scale were calculated with Cronbach Alpha. Cronbach Alpha coefficients were 0.81 for the metacognitive knowledge sub-dimension (n= 13 items), 0.85 for the metacognitive skill sub-dimension (n= 13 items), and 0.79 for the metacognitive attitude sub-dimension (n= 10 items) of the scale.”
Validity:
- The high correlation (r=.85) between the means of the two versions supported the consistency between them.
- “Based on the results of the present study, it can be stated that the adapted inventory has linguistic validity.”
Setting: Education
Stakeholder(s):
- Educational institutions
- Instructors
- Students
Type of measurement: Questionnaire.
Possible uses:
- Pre- and post-tests for students
- Learning plans
- Advising sessions
Ease of implementation: Easy. 45 items, est. 45 min.
Advantages: Available in English and Turkish.
Drawbacks:
- Self-report
- Multiple subscales may make it difficult to score.
Studies this has been used in:
Sökmen, Y., Taş, Y., Yeşilyurt, S., & Nalçacı, A. (2017). Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study. İlköğretim Online,16(1), 114-128. doi:10.17051/io.2017.35679