NSI's CCQ: Assessing Classroom Climate
NSI’s CCQ: A Framework for Teacher-Driven Professional Learning
NSI’s Classroom Climate Questionnaire (CCQ) assesses students’ perceptions of the classroom learning environment. This empirically validated instruments provides rich feedback and a framework to help teachers:
The CCQ is administered as a pre-test and post-test to encourage an action research process and allow comparisons to determine the efficacy of strategies/interventions.
NSI’s CCQ assesses learning environment features across three broad categories:
The selection of constructs in the instrument was based on theory and research evidence to ensure they are strong indicators of cognitive and affective outcomes.
In addition to comprehensive coverage of the learning environment, the CCQ also includes validated measures of:
Versions of the CCQ are available for:
Download a summary of the
The CCQ feedback report is available to teachers immediately after closing the survey.
The reports provide easy-to-read profiles representing students’ views. The profiles provide an overview, or snapshot, of the learning environment as well as the ability to drill down to examine:
As well as confidential reports to individual teachers, aggregated reports are provided to the school. These reports provide an overview of students’ perceptions as well as differences between groups, such as learning areas, year level, and gender. School-wide reports can be used to inform decisions about professional learning needs and school improvement planning.
Using the CCQ provides evidence to support applications for promotions, including Highly Accomplished and Lead teacher applications (based on the AITSL standards) and Senior or Level 3 teachers. The evidence provided by engaging in the process (including the generation of student feedback reports) has been used successfully by teachers.
For those aspiring for recognition as Highly Accomplished or Level 3 Senior teachers, the student feedback reports, generated as a pre-test and post-test, provide substantial evidence to support improvement efforts.
For those aspiring for recognition as Lead teachers, supporting colleagues in the process of collaborative inquiry using the CCQ as a framework, provides evidence of working with colleagues to help them gain a better understanding of how students learn (Standard 1), provides engaging and productive learning environments (Standard 3.3), supporting colleagues in improving pedagogical practices (Standard 3.4), and using effective classroom communication (Standard 3.5).
Using the CCQ, as a meaningful framework to guide collaborative inquiry, provides evidence to support a range of elements within each of these AITSL standards:
Using the CCQ supports schools and teachers in developing positive learning environments through educator-driven professional development.
Data collected using the CCQ provides teachers with a framework for critical self-reflection and evidence-based decision-making. Using NSI’s Five-Step Collaborative Inquiry Process, teachers engage in a cyclic process of planning, action, and reflection as they implement interventions and changes to pedagogical practice to improve their learning environment.