Please google the following

Torrance - your style of learning and thinking.

See also the following links which will will help you

https://www.researchgate.net/publication/281324497_Styles_learning_and_thinking

https://link.springer.com/chapter/10.1007/978-1-4899-2118-5_10

https://www.amazon.com/Norms-technical-manual-style-learning-thinking/dp/B0007213CK

See also Creativity Experts such as E Paul Torrance and Edward de Bono

For a dynamic active approach to learning see Reuven Feuerstein’s work on Mediated Learning and Instrumental Enrichment. For example

https://sproutsschools.com/feuerstein-method-learning-how-to-learn-through-mediation/

Hi,

Here are some references which may be of help to you:

Van Amburgh JA, Devlin JW, Kirwin JL, Qualters DM. A tool for measuring active learning in the classroom. Am J Pharm Educ. 2007;71(5):85. doi:10.5688/aj710585

Ghezzi JFSA, Higa EFR, Lemes MA, Marin MJS. Strategies of active learning methodologies in nursing education: an integrative literature review. Rev Bras Enferm. 2021 Mar 24;74(1):e20200130. English, Portuguese. doi: 10.1590/0034-7167-2020-0130

Pires C, Cavaco A. Scoping Pharmacy Students' Learning Outcomes: Where Do We Stand? Pharmacy (Basel). 2019 Feb 27;7(1):23. doi: 10.3390/pharmacy7010023.

Dear Dr Yanice Zz .See the following useful RG link: Article Active learning: The importance of developing a comprehensive measure

Kindly see also the following useful RG link: Article Where's the evidence that active learning works?

Also check please the following good RG link: Article Best Practices for Measuring Students’ Attitudes toward Lear...

The following RG link is also very useful: Article The development of a questionnaire to measure students' moti...

A scale was developed to measure the active learning of primary school children in social science lessons.

There are a lot of interesting (normal) answers here, particularly the reference to Paul Torrence. But I want to go in a different somewhat speculative direction. You asked about measuring "active learning ability" - i.e., the actual "thing" rather than evidence of it or its effects. Learning and (for other than for stimulus-response reflexes) the generalization of learning occurs over time (for some kind of change to take place) and within a "context", usually complex and variable (like in pilot training where the weather, time of day, dynamics or "feel" of the aircraft on take off, level flight, aerobatics, etc. require variable responses). Performance as evidence of skill applies in the cognitive, affective, and psychomotor domains. Change in performance requires and demonstrates "active learning." So you might say that the time required to effect a given degree of performance change is an measure of "active learning ability", given a certain "context" or a same or similar variability of "context". In that case, I would suggest, for instance, a video game, chosen to be at the right level (for children, teens, adults, etc.). Select a sample of the target population who have never played the game. Let each subject play the game and follow them as they play. Measure the time each person requires to reach a certain level in the game. Plot learning curves. Normalize that data and plot it and you will see a distribution of what might be called "active learning ability" across the sample and by inference across the population. In other words, active learning is exhibited in just about any form of "training" - to be a pilot, soldier, dentist, craftsman, poet, musician, etc. High degrees of "active learning ability" might be called "talent." Reaching a certain established level of performance (usually judged by peers or experts) in typically variable contexts is called "competence."