| Description | Scale Dimensions | Reliability | Sources/Bibliography | Cost/Copyright/Availability |
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Individualized Classroom Environment Questionnaire  
(ICEQ, 1974)

Barry J. Fraser.

Revised and Reprinted 1990. The Australian Council for Educational Research Ltd.
The ICEQ is intended to measure student and teacher perceptions of actual and preferred classroom learning environments along dimensions, which differentiate individualized classrooms from conventional ones. It is intended for use in middle schools and high schools (Arter, J., 1989)

Components of the ICEQ:

Actual Classroom –50-item long form and 25-item short Form
Preferred Classroom – 50-item long form and 25-item short Form
Primarily designed for students. Long form intended for accurate assessment of classroom environment. Short form less reliable, of course – intended for economic reasons. 5 descriptors based on “If practice actually takes place:”  1-almost never, 2-seldom, 3-sometimes, 4-often, 5-very often.
 

School Climate Scale Dimensions 
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SCALE NAME SCALE DESCRIPTION SAMPLE ITEM
PERSONALIZATION Emphasis on opportunities for individual students to interact with the teacher and on concern for the personal welfare and social growth of the individual. The teacher considers students’ feelings (+)
PARTICIPATION Extent to which students are encouraged to participate rather than be passive listeners. The teacher lectures without students asking or answering questions (-)
INDEPENDENCE Extent to which students are allowed to make decisions and have control over their own learning and behavior. Students choose their partners for group work. (+)
INVESTIGATION Emphasis on the skills and processes of inquiry and their use in problem solving and investigation. Students find out the answers to questions and problems from the teacher rather than from investigations (-)
DIFFERENTIATION Emphasis on the selective treatment of students based on ability, learning style, interests, and rate of working. Different students use different books, equipment, and materials. (+)
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Reliability

In 1974, reliability was based on about 1,800 Australian students in grades 7-9. Internal consistency reliabilities for actual and preferred forms were similar and ranged from .67 to .76 (for students). (Arter, 1989) In 1982, Fraser administered both actual and preferred to about 1,849 students in New South Wales and Tasmania. Alpha co-efficients ranged from .70 to .92 on both actual and preferred using individual as well as class responses. (see p. 14 in Fraser, 1990)
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Sources/Bibliography

Arter, J.A. Assessing School and Classroom Climate. Northwest Regional Educational Laboratory, Portland, OR. 1989.

Fisher, D; Fraser, B.J..  Using Short Forms of Several Classroom Environment Scales to Assess and Improve Classroom Psychosocial Environment.  Paper presented at Annual Meeting of Nat’l Assoc for Research in Sci Teaching.  1985.

Fraser, B. J.  Use of Classroom Environment Instruments in Person-Environment Fit Research.  Research Report.   W. Australian Inst. Of Tech, Perth, AUS.  1983.

Fraser, B. J., Individualized Classroom Environment Questionnaire.  Revised and Reprinted. The Australian Council for Educational Research Ltd., Sidney, AUS.  1990
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Cost/Copyright/Availability

ACER, (Australian Council for Educational Research, Ltd.) 19 Prospect Hill Road, Camberwell VIC, Australia.  61-3-9277-5555 (Phone); 61-3-9277-5500 (Fax).  info@acer.edu.au.    www.acer.edu.au.

All rights reserved.
Cost:  Handbook, including masters for test forms which may be photocopied for use by schools.  $28.00 for one manual.  

Used extensively in research and appears to be one of better instruments according to Arter (1989).
 

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Compiled by Sarra B. Baraily & Melissa Quon Huber, Michigan State University, (517) 335-7732.
These materials were developed under a grant awarded by the Michigan Department of Education as part of the Michigan Model Partnerships in Character Education.

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