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7/29/2019 CLASS Questionnaire to Evaluate Thinking About
Learning and Knowledge
1/5
NotesThis is the questionnaire used in the E&S paper
Resilience and Higher Order Thinking. It came
from colleagues at Bangor University, but probably originated
from Hofers work (2000?)
Usually this kind of survey is analysed using some form of
factor analysis which will determine a
set of dimensions from the data, which can then be compared in
pre and post test analyses. But in
the E&S paper there was an insufficient number of
participants for such a statistical exercise, so I
subjectively put the questions into 4 classes relating to the
dimensions of Certainty (1), Simplicity
(2), Source (3) and Justification (4) . This subjective
allocation greatly limits the analysis, but was
deemed sufficient for a pilot study. The average pre and post
intervention scores for these classes
were then compared.
There is also a final column that states the perceived direction
of the scale from less sophisticated
to more sophisticated. A 5-1 means that if someone scored 5,
their thinking was considered to be
less sophisticated than someone who scored 1. A 1-5 means that
if someone scored 1, then their
thinking was less sophisticated than someone scoring 5. For the
analysis 1-5 scores were
reversed to be in line with 5-1 before generating averages for
the different dimensions. So in
figure 1 and 2 in the paper, scores of 1 denote more
sophisticated thinking than 5
Finally I also asked questions about students motivations for
learning. This was not used in the
E&S paper, but adds another element to understanding how
people change higher order
cognition. I hope to take this up further in future studies.
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7/29/2019 CLASS Questionnaire to Evaluate Thinking About
Learning and Knowledge
2/5
Evaluating perceptions of knowledge and learning
Dr. I Fazey, Aberystwyth University
Questionnaire: Evaluating thinking aboutknowledge and
learning
This questionnaire aims to help determine how you think about
knowledge in the subject area that
your UWA course is covering (e.g. Countryside Management,
Tourism Management, Equine
etc.). The data will be used for research that examines how your
understanding changes during
your time at UWA. This will help to develop teaching approaches
that are specifically targeted
towards improving critical analytical and thinking skills of
students.
You may be asked to complete the survey again in the future. We
therefore need to be able to
identify you so that we can compare the results from one survey
with another. However, all datais fully confidential and will only
be seen by UWA staff directly involved in the research (in most
cases this will be Dr. Ioan Fazey).
If you have any questions or concerns relating to this survey,
then please feel free to contact Dr.
Ioan Fazey at [email protected]
Thank you for your participation.
Date .
Surname ..
First Name: ..
Email Identifier:
Course (e.g. Countryside Management, Tourism Management):..
Module where you were asked to complete this questionnaire
(Sustainable Rural Communities,
Sustainable Societies etc.):..
Please circle the number closest to your personal beliefs about
the following statements, where 1 is where
you strongly disagree with the statement and 5 where you
strongly agree.
The questionnaire is not a test and there are no right answers.
Please be as honest in your answers
as you can.
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7/29/2019 CLASS Questionnaire to Evaluate Thinking About
Learning and Knowledge
3/5
Evaluating perceptions of knowledge and learning
Dr. I Fazey, Aberystwyth University
Strongly
disagree
Strongly
Agree
Class Directio
n
1. Truth is unchanging in my subject. 1 2 3 4 5 1 5-1
2. In my subject, most work has only one right answer. 1 2 3 4 5
2 5-1
3. Sometimes students just have to accept answers
from the experts in my subject area even if they don't
understand them.
1 2 3 4 5 4 5-1
4. What is accepted as knowledge in my subject is
based on objective reality.
1 2 3 4 5 1 5-1
5. All experts in my subject would probably come up
with the same answers to questions in this field.
1 2 3 4 5 2 5-1
6. The most important part of work in my subject is
coming up with original ideas.
1 2 3 4 5 3 5-1
7. If you read something in a textbook for my subject,
you can be sure it is true.
1 2 3 4 5 3 5-1
8. A theory in my subject is accepted as true and
correct if experts reach consensus.
1 2 3 4 5 4 5-1
9. Most of what is true in my subject is already known. 1 2 3 4
5 2 5-1
10. Ideas in my subject are really complex. 1 2 3 4 5 2 1-5
11. In my subject, it is good to question the ideas
presented.
1 2 3 4 5 4 1-5
12. Correct answers in my subject are more a matter of
opinion than fact.
1 2 3 4 5 3 1-5
13. If scholars try hard enough, they can find the
answers to almost anything.
1 2 3 4 5 2 5-1
14. The most important part of being an expert in my
subject is accumulating a lot of facts.
1 2 3 4 5 2 5-1
15. Students know the answers to questions in mysubject because
they have figured them out for
themselves.
1 2 3 4 5 3 1-5
16. One expert's opinion in my subject is as good as
another's.
1 2 3 4 5 4 5-1
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7/29/2019 CLASS Questionnaire to Evaluate Thinking About
Learning and Knowledge
4/5
Evaluating perceptions of knowledge and learning
Dr. I Fazey, Aberystwyth University
17. Experts in my subject can ultimately get to the
truth.
1 2 3 4 5 1 5-1
18. Principles in my subject are unchanging. 1 2 3 4 5 2 5-1
19. Principles in my subject can be used in any
situation for that subject.
1 2 3 4 5 1 5-1
20. If my personal experience conflicts with ideas in
the textbook, the book is probably right.
1 2 3 4 5 4 5-1
21. There is really no way to determine whether
someone has the right answer in my subject area.
1 2 3 4 5 4 5-1
22. Being an expert in my subject area consists of
seeing the interrelationships among ideas.
1 2 3 4 5 1 1-5
23. Answers to questions in my subject area change as
experts gather more information.
1 2 3 4 5 2 1-5
24. All experts in my subject area understand the
subject in the same way.
1 2 3 4 5 2 5-1
25. Students are more likely to accept the ideas of
someone with first-hand experience than the ideas of
researchers in my subject area.
1 2 3 4 5 4 5-1
26. Students are most confident knowing something
when they know what the experts think.
1 2 3 4 5 3 5-1
27. First-hand experience is the best way of knowing
something in my subject area.
1 2 3 4 5 4 5-1
Part 2: Reasons for learningFrom
http://www.psych.rochester.edu/SDT/measures/selfreg_lrn.html
The following questions relate to your reasons for participating
actively in the Sustainable
Societies module. Different people have different reasons for
their participation in such a class,
and we want to know how true each of the reasons is for you.
Please use the following scale to
indicate how true each reason is for you:
Not at
all true
Somewhat
true
True
A. A. I will participate actively in this module:
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7/29/2019 CLASS Questionnaire to Evaluate Thinking About
Learning and Knowledge
5/5
Evaluating perceptions of knowledge and learning
Dr. I Fazey, Aberystwyth University
1. Because I f eel like its a good way to improve my
understanding of the material.
1 2 3 4 5 6 7
2. Because others might think badly of me if I didn't. 1 2 3 4 5
6 7
3. Because I would feel proud of myself if I did well in the
course.
1 2 3 4 5 6 7
4. Because a solid understanding of the subject is importantto
my intellectual growth.
1 2 3 4 5 6 7
1 2 3 4 5 6 7
B. B. I am likely to follow my instructor's suggestions for
studying in
this module:
1 2 3 4 5 6 7
5. Because I would get a bad grade if I didn't do what
he/she
suggests.
1 2 3 4 5 6 7
6. Because I am worried that I am not going to perform wellin
the course.
1 2 3 4 5 6 7
7. Because its easier to follow his/her suggestions than
come
up with my own study strategies.
1 2 3 4 5 6 7
8. Because he/she seems to have insight about how best tolearn
the material.
1 2 3 4 5 6 7
B. C. The reason that I will work to expand my knowledge of
this
subject is:
1 2 3 4 5 6 7
9. Because its interesting to learn more about the nature ofthe
subject.
1 2 3 4 5 6 7
10. Because its a challenge to really understand how to
solve
problems in this subject area.
1 2 3 4 5 6 7
11. Because a good grade in this subject will look positive
on
my record.
1 2 3 4 5 6 7
12. Because I want others to see that I am intelligent. 1 2 3 4
5 6 7
Scoring information for this SRQ-L.
Begin by calculating the two subscale scores by averaging the
items on
that subscale. They are:
Autonomous Regulation: 1, 4, 8, 9, 10
Controlled Regulation: 2, 3, 5, 6, 7,11,12
