ABSTRACT
Frymier et al. (1996) developed the 9-item learning indicators scale by asking 60 colleagues to describe what students do when they’re learning. An original list of 13 items was reduced to 9 by omitting 4 items that did not correlate with “I learned a lot in this class.” The scale uses 5-point interval scale anchored by never (0) and very often (4). Modest evidence of validity was reported in that it was positively correlated with affective learning and state motivation, learner empowerment, and relevance. An alpha reliability of .84 was reported. Because (a) several items contained in-class participation and communication items, (b) such participation is linked to higher grades, and (c) communication apprehension might confound learning indicators, Frymier et al. revised the scale and tested relationships with other factors previously associated with the construct for enhanced construct and concurrent validity.
