Queen's Learning Outcomes Assessment

Learning Outcomes Project
Learning Outcomes Project

Transferable Learning Orientations (TLO) Survey

The TLO was designed as a triangulated measure using a quantitative pairing comprising four scale items for each construct, correlated to a holistic rubric self-rating, with an open-ended response used for the purpose of feedback to the instructor and validation of final rating. The final levels are reported on a scale from one to four. A score of one describes surface level engagement, fixed mindset, limited confidence and lack of organization, whereas four describes a deep learner, flexible mindset, confident, and high level of organization.

Development of the tool is outlined in here: (Simper et al., 2015)

Outcome Motivation

1.   I prefer assignments that really challenge me so I can learn from them, even if they don’t guarantee a good grade.

2.   (r) Getting a good grade in my course is the most important thing for me right now.

3.   (r) I want to do well in this course because it is important to prove myself to my family, friends, employer, or others.

4.   What is it that personally motivates you in this course? (open ended response)

5.   Which of the following most accurately describes you?

  • My main motivation for learning is to avoid letting others down or being seen as a failure. 
  • My main motivation is academic success, but I still enjoy exploring the subject matter.
  • My motivation to understand the subject matter is as important to me as my academic success.
  • I am motivated by intense curiosity to understand subject matter; academic success is a secondary concern.

Learning Belief

6.   If I didn’t succeed in this course, it was because I didn’t try hard enough.

7.   It is my own fault if I don’t learn in this course. 

8.   (r) If I can’t understand something when it’s first introduced, I’m never going to understand it.

9.   If I try hard enough, then I will be able to learn the material in this course.

10. Reflecting on the way you apply yourself, what control do you believe you had over “factors” affecting your academic achievement? (Examples of “factors”: The capability to learn new ideas; the capacity to change the way you think or your approach to learning; the management of time, effort, study techniques, study setting). (open ended response)

11. Which of the following most accurately describes you? (Examples of "factors":  ability, approach, effort, technique, time, study setting).

  • My academic performance is dependent on factors I cannot control.
  • I have some control over the factors affecting my academic performance. 
  • I am adaptable and can control most of the factors affecting my academic performance. 
  • I am capable of changing my thinking or approach to learning; I have total control over my academic performance.

Self Efficacy

12. (r) I do not think I have the knowledge or skills necessary to do well in this course. 

13. I am confident I can do an excellent job on assessments in this course.

14. I am confident I can master the skills associated with this course.

15. I am certain I can understand the basic concepts taught in this course.

16. Describe any areas of the course that you lack confidence in tackling. (open ended response)

17. Which of the following most accurately describes you?

  • I feel tentative about having the knowledge/ skills I needed to meet the course requirements.
  • I feel confident that my knowledge/ skills are adequate to meet most of the course requirements. 
  • I feel confident that I have the expected level of knowledge/ skills to meet all of the course requirements.
  • I feel very confident that I have all of the necessary knowledge/ skills to excel in meeting all of the course requirements.


18. I tried to relate ideas in this course to those in other courses.

19. When working in this course, I related the material to what I already knew.

20. In labs or tutorials, I always made connections to concepts covered in readings or lectures. 

21. How did you apply cognitive strategies (perceiving, thinking and remembering) this year? (Strategies may include things like problem solving, repetition, questioning, mnemonics, connecting to prior knowledge). (open ended response)

22. Which of the following most accurately describes you? 

  • I preferred to memorize key information as it pertained to a specific subject, but sometimes thought about where learned similar things.
  • I preferred to memorize key information, but also related ideas to what I had learned previously.
  • I consistently connected new ideas to what I already knew when I applied my knowledge and skills in my courses.
  • I made meaningful connections between new and previous learning when I applied knowledge and skills creatively across my courses. 


23. I often constructed outlines to help me organize my thoughts. 

24. When studying, I tried to find the most important ideas and or appropriate process to follow.

25. (r) I found it hard to stick to a study schedule.

26. I managed my time well according to my course load.

27. Describe how you organized your work process for this course? (Organization may include: resource organization, time management, goal setting, prioritizing, adapting plans, organizing others). (open ended response)

28. Which of the following most accurately describes you?

  • My organization was inconsistent; I changed plans regularly to suit my personal needs.
  • I tried to organize my work processes, and attempted to structure my study schedules according to deadlines.
  • I actively organized my schedules according to my short-term and long-term goals.
  • I strategically managed my schedules, and made necessary accommodations, in prioritizing to meet all of my goals.

Note: (r) indicates item is reverse coded