Test-Retest Reliability and Validity of the Service-Learning Outcomes Measurement Scale

Ka Hing LAU*, Robin S. SNELL

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

1 Citation (Scopus)


The current study evaluated the test-retest reliability and validity of the 56-item Service-Learning Outcomes Measurement Scale (S-LOMS) by inviting 122 university students to respond to items on the scale twice within a two-week period. Results indicated test-retest reliability that was moderate for eight out of 11 domains and good for the three other domains. There were intraclass correlation coefficients (ICCs) of 0.6 or above at the domain, category, and overall levels of the scale. Notably, respondents with prior service-learning experience tended to score higher on developmental outcome domains than those without prior service-learning experience. Comparisons between S-LOMS scores according to gender, age, year of study, and academic background were also made and discussed. The results indicated that S-LOMS is stable over time and that it has robust validity vis-à-vis undergraduate students in Hong Kong as the target population.
Original languageEnglish
Article number7
Number of pages17
JournalInternational Journal of Research on Service-Learning and Community Engagement
Issue number1
Publication statusPublished - 30 Dec 2020


  • Hong Kong
  • scale validity
  • service-learning
  • student learning outcomes
  • test-retest reliability


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