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Reference Publication (English): downloads/cili/jr_2016_cili_4.pdf
Reference Publication (German): downloads/cili/rj_2016_cili.pdf
Inventory and Theoretical Background (English):downloads/cili/rj_2016_cili_suppl_ressource.pdf
CILI bases on the Theory of Inquiry Learning Arrangements (English):downloads/handbook/reitinger_et_al_2016_TILA.pdf

The Criteria of Inquiry Learning Inventory (CILI)

This finalized inventory - first published by Reitinger (2016) - can be used as a standardized inventory to measure the evolvement of Inquiry Learning within educational learning settings in tertiary education.

Instruction: "Please rate the statements below with regard to the experienced X, termed hereafter as learning activity!" (X stands for the considered concrete learning activity, e.g. didactics seminar, physics lesson, scientific workshop, cooking class, language course, pedagogic project, etc.)

(a) This learning activity encouraged me to discover open questions.
(b) Many situations occurred where I was able to tell my ideas.
(c) This learning activity led me to suppositions about possible solutions.
(d) I gained exciting insights into the matter through exploration.
(e) I definitely want to do more with the insights I have gained during this learning activity.
(f) I remember many interesting conversations during this learning activity.
(g) At this learning activity, many suppositions came to my mind.
(h) During this learning activity, I found out new insights by myself.
(i) I have many ideas about meaningful things I can do with the new insights.
(j) This learning activity was full of meaningful discussions.
(k) I thought about possible solutions.
(l) This learning activity gave me ideas for interesting further activity.

Items (a), (d), and (h) refer to authentic exploration (auex).
Items (b), (f), and (j) refer to critical discourse (crdi).
Items (c), (g), and (k) refer to experience-based hypothesizing (exhy).
Items (e), (i), and (l) refer to conclusion-based transfer (cotr).

All Items are anchored on the following scale:
1 = "not true at all"; 2; 3; 4 = "somewhat true"; 5; 6; 7 = "very true".

Comparables:
Averaged variables of the partial constructs auex, crdi, exhy, and cotr taken from a reference group (N = 544; regarding randomized learning activities within teacher education) feature the following means and standard deviations:
M_auex = 4.47 (SD = 1.27)
M_crdi = 4.73 (SD = 1.41)
M_exhy = 4.49 (SD = 1.24)
M_cotr = 4.81 (SD = 1.40)

References

Reitinger, J. (2016). On the Nature and Empirical Accessibility of Inquiry Learning: The Criteria of Inquiry Learning Inventory (CILI). In J. Reitinger, C. Haberfellner, E. Brewster, & M. Kramer (Eds.), Theory of Inquiry Learning Arrangements: Research, Reflection, and Implementation (pp. 39-59). Kassel, Germany: University Press.

Reitinger, J. (2016). Selbstbestimmung, Unvorhersagbarkeit und Transparenz: Über die empirische Zugänglichkeit forschenden Lernens anhand des Criteria of Inquiry Learning Inventory (CILI). In S. Schude & K. Moegling (Eds.), Transparenz im Unterricht und in der Schule: Forschungsergebnisse und Diskussion (pp. 42-69). Immenhausen bei Kassel, Germany: Prolog.