A New, Depth-Based Quantitative Approach to Assessing Transformative Learning

Abstract

Transformative learning (TL) goals are becoming commonplace in higher education, continuing education, and other adult learning contexts; however, valid and reliable assessments of TL are not so common. This imbalance begs the development of assessment methods that allow for a deeper understanding of how, when, and why deep reshaping of self takes place. We believe the Beliefs, Events, and Values Inventory (BEVI) to be an effective quantitative measure of TL based on the alignment of its scales with constructs identified by Hoggan’s meta-analysis of TL research. In this article, we summarize the theoretical crosswalk between Hoggan and the BEVI, offer statistical evidence of construct validity for the BEVI as a measure of TL, and provide guidance for interpreting TL scores. We discuss implications of this methodology for higher education as well as other adult learning contexts such as mental health and wellness.

Whither Transformative Education? Taking Stock Well into the Twenty-First Century

“…Importantly, what Fisher finds in an analysis of critical moments that shaped the youths' experiences and narratives was that this arc of virtuous change comes full circle-that is when the social narrative changes so do the individual narratives that emerge from this foundation. Wiley et al (2021) echo O'Hara (2006, whose reflections about the societal and global function of higher education I shared earlier, when they note that what is urgently needed in these times is a shift from "content conveyance to internal capacity building in order to prepare citizens for the globally entangled reality formed by our economic, political, and social environments" (p. 15, October 26, 2020, manuscript). Two other observations they make about the import of transformative learning have struck me as particularly important and, I believe, are not often discussed.…”

“…Wiley et al (2021) echo O’Hara (2006), whose reflections about the societal and global function of higher education I shared earlier, when they note that what is urgently needed in these times is a shift from “content conveyance to internal capacity building in order to prepare citizens for the globally entangled reality formed by our economic, political, and social environments” (p. 15, October 26, 2020, manuscript). Two other observations they make about the import of transformative learning have struck me as particularly important and, I believe, are not often discussed.…”

“…What clearly transforms for Wiley and colleagues (2021) is the self. They askIf high impact practices are intended to bring about transformative learning, why are we not assessing the actual transformation of the self?…”

“…Why isn’t there a more robust body of literature describing how, what, and for whom transformation of the self occurs in a given learning environment? (p. 4)For the few others who share the more expansive view of Wiley and colleagues, it is difficult, because of the complexity of the notion of the self, “to begin to discuss much less intentionally identify transformations that occur within it (Shealy, 2016b)” (Wiley et al, 2021, p. 3).…”

“…If this is the case, then perhaps a narrow focus on a particular aspect of transformative learning makes sense and educator researchers can remain “strongly rooted in their units of analysis” (Taylor & Cranton, p. 558), as have some of the contributors to this issue who limit their inquiry to perspective transformation. The units of analysis for others though, most notably Wiley and colleagues (2021) with their focus on transformations of the self, are arguably more expansive and complex.…”