El siguiente estudio apunta a desarrollar y validar un instrumento de auto-reporte dirigido a estudiantes con el objetivo de medir si ciertos contextos de aprendizaje propician las experiencias de personalización del alumnado de secundaria y bachillerato.
Zhang, L., Basham, J.D., Carter, R. A. (2022). Measuring personalized learning through the Lens of UDL: Development and content validation of a student self-report instrument. Studies in Educational Evaluation, 72, 101-121. https://doi.org/10.1016/j.stueduc.2021.101121.
The purpose of this study was to develop and content validate a student self-report instrument that could be used to measure whether a learning environment supports personalized learning (PL) experiences of students in middle and high schools (i.e., Grades 6 through 12). This instrument, the Personalized Learning Supporting Instrument (PLSI), was developed according to an inclusive instructional design framework called Universal Design for Learning (UDL). Seven experts in UDL were recruited to evaluate whether PLSI consists of appropriate items for the constructs developed to measure student perceptions of three core UDL instructional design elements and two desired outcomes of UDL implementation. Preliminary evidence from this study showed that PLSI yielded an excellent level of item-level content validity index (I-CVI) for relevance across all items. Additionally, PLSI yielded an average scale-level content validity index (S-CVI) of 0.97 for relevance and an average S-CVI of 0.99 for clarity across all constructs.