The Development of a Service-Learning Outcomes Measurement Scale (S-LOMS)

Abstract

Service-learning as a transformative pedagogy has been adopted within Hong Kong's tertiary education sector for over a decade; however, the lack of a standardized and validated measurement instrument to assess its student learning outcomes has been an obstacle to its further development. The current research study, collaboratively conducted by Lingnan University, The Hong Kong Polytechnic University, Hong Kong Baptist University, and The Education University of Hong Kong, therefore aims to develop such a measurement instrument named the "Service-Learning Outcomes Measurement Scale (S-LOMS)," taking consideration of the unique features of service-learning in Hong Kong. The scale development and validation work, with exploratory factor analysis and reliability test, has thus far demonstrated that the student-perceived learning outcomes after service-learning can be measured and assessed through 56 items. These items cover 11 domains under four major categories, namely: a) knowledge application; b) personal and professional skills, including relationship and team skills, creative problem solving skills, self-reflection skills, and critical thinking skills, c) civic orientation and engagement, including sense of social responsibility, community commitment and understanding, and caring and respect, and d) self-awareness, including self-efficacy, self-understanding, and commitment to self-improvement. Several additional insights arising from the validation results are discussed.

Confirmatory Factor Analysis for a Service-Learning Outcomes Measurement Scale (S-LOMS)

“…The current study continues the measurement instrument validation journey. This paper reports the validation results of testing S-LOMS with a new sample through confirmatory factor analysis (CFA) against the above factor structure that emerged in the previous EFA study (Snell & Lau, 2020). It is intended that subsequent research not reported here will test for other types of validity regarding S-LOMS, such as test-retest reliability, and will then use S-LOMS to measure developmental outcomes for students through before and after administration around servicelearning experience.…”

“…Astin & Sax, 1998;Astin, Vogelgesang, In comparison with similar measurement instruments that have been adopted in the past, S-LOMS carries several merits. First, it has been designed for the context of Hong Kong, reflecting the local culture and recent developments within the higher education sector there (Snell & Lau, 2020). Second, the set of domains included in S-LOMS comprehensively covers the desired developmental outcomes of Hong Kong based service-learning programs.…”

“…Fourth, S-LOM is expected to undergo rigorous validation before its practical implementation. In a previous validation study (Snell & Lau, 2020), S-LOMS was tested with 400 Hong Kong university students, and the current study involves a further 600-plus respondents. It is intended that there will be subsequent studies of test-retest reliability and criterion validity, which will engage additional respondents.…”

“…An initial study (Snell & Lau, 2020) was then conducted to validate S-LOMS based on its administration with a sample of 400 university students. S-LOMS was found to have satisfactory internal consistency with the underlying dimensionality uncovered through exploratory factor analysis (EFA) by using the method of Principle Components with oblimin rotation.…”

Service-learning outcomes measurement scale (S-LOMS) : the user manual

“…According to Snell and Lau (2020), in the process of being adapted to the unique institutional and cultural context of tertiary education in Hong Kong, servicelearning has acquired four local emphases that are distinct from typical western applications. First, there is greater emphasis on personal and moral development than on the furtherance of democratic ideals.…”