Student Perceptions of Classroom Quality (SPOCQ)

 

Student perceptions of Classroom Quality (SPOCQ), assesses student perceptions of the following constructs: meaningfulness, challenge, choice, self-efficacy, and appeal. These constructs are important educational outcomes related to student achievement; consequently, the need for such instrumentation is clear.

 

SPOCQ may be used in the school-improvement process to assess current perceptions, evaluate classroom quality, set goals and measure pro g ress, and conduct educational research. Further, in schools that have honors or advanced classes, student perceptions of these classes and comparisons of their perceptions with those of general education students can provide insight concerning whether, and how, honors/advanced classes differ from general classes.

 

Resources

Wu, J., Yang, Y. & Jen, E. Y. (2012, November). Examining students’ classroom perceptions in a university-based residential program. Paper presented at the 59th Annual Convention of the National Association for Gifted Children. Denver, CO.

 

Jen, E. Y., Wu, J., Yang, Y., & Gentry, M. (2011, November). Teacher instructional quality in a university-based enrichment program: Lessons learned from the observers’ perspective. Paper presented at the 58th Annual Convention of the National Association for Gifted Children. New Orleans, LA.
 

Chae, Y., & Gentry, M. (2011). Gifted and general high school students’ perceptions of learning and motivational constructs in Korea and the United States. High Ability Studies, 22(1), 103–118.

 

Chae, Y., & Gentry, M. (2007). Korean High School Student Perceptions of Classroom Quality: Validation Research. Gifted and Talented International, 22(2), 68-76.

 

 

 

Click Download to access the instrument (English, Korean, Chinese, Arabic)