This study examines the development and implementation of a survey-based instrument assessing the effectiveness of a course redesign initiative focused on student centeredness at a large midwestern university in the United States. Given the scope of the reform initiative under investigation in this study, researchers developed an instrument called the Classroom Experience Questionnaire (CEQ), which was administered to students enrolled in redesigned courses. Early findings demonstrate strong construct validity and internal reliability of the CEQ instrument as well as concurrent validity between the CEQ and observation data gathered in concert with self-report data. The authors conclude that in the absence of trained classroom observers, the developed student self-report protocol can serve as a useful tool for measuring the constructivist orientation of pedagogy and student-centered nature of the learning environment in a higher education setting.


Originally published as open access article in Educational Assessment.

Copyright © R. C. Morris, Loran Carleton Parker, David Nelson, Matthew D. Pistilli, Adam Hagen, Chantal Levesque-Bristol, and Gabriela Weaver. This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named authors have been asserted


Higher education, Cognitive learning, Crystallized intelligence, Theory of knowledge, Student assistance programs, Surveying (Engineering)--Equipment & supplies

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