文章名称：Instructor strategic ambiguity: Delineation of the construct and development of a measure
文献引用：Klyukovski, Andrei A., & Medlock-Klyukovski, Amanda L. (2016). Instructor strategic ambiguity: Delineation of the construct and development of a measure. Communication Education, Vol 65(3), 253-271. doi: https://dx.doi.org/10.1080/03634523.2016.1142097, © 2016 by Taylor & Francis. Reproduced by Permission of Taylor & Francis.
量表名称：Instructor Strategic Ambiguity Measure
计分方式：The ISAM has 15 items. Participants indicate their level of agreement on a five-point scale.
使用许可：Contact Publisher and Corresponding Author.
量表维度：
(1) My instructor asks students to report on what they learned from the class readings rather than telling students about the content of the textbook.
(2) My instructor began the course with assignments that had clear, explicit instructions and then gradually introduced assignments with looser guidelines that allowed for more student creativity and freedom.
(3) My instructor makes assignments that ask students to transfer the content being learned in the class to “real world” situations.
(4) My instructor introduces hypothetical dilemmas, case studies, or scenarios that allow students to apply the concepts they are learning in class.
(5) My instructor encourages students to make connections between the various theories/ideas/concepts introduced in class.
(6) My instructor encourages students to make connections between the content of the course and other
subject/content areas.
(7) My instructor models the process of critical thinking (applying, analyzing, synthesizing, and/or evaluating information) for students.
(8) My instructor provides a great deal of feedback on assignments to help guide/improve future responses in the semester.
(9) My instructor asks students to challenge the definitions presented in the class/textbook.
(10) My instructor asks students to create their own definition of concepts presented in the class/textbook.
(11) My instructor asks students to critique the ideas presented in the textbook/class.
(12) My instructor creates assignments with loose guidelines that foster student creativity.
(13) My instructor provides guidelines for assignments (e.g., length, requirements) while allowing for students to make choices (e.g., topic).
(14) My instructor invites students to lead/facilitate class discussion.
(15) My instructor invites students to answer student questions rather than immediately answering.
