We present a measure, which we have named the Pedagogical Expectancy Violation Assessment (PEVA), for instructors to gauge one aspect of the success of their implementation of pedagogical reform by assessing the expectations and experiences of the students in the classroom. We implemented the PEVA in four physics classes at three institutions that used the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) pedagogy in order to gain an understanding of students’ initial expectations, how those expectations are shifted during early classes, and what students report experiencing at the end of the semester. The results indicate appropriate shifts in student expectations during orientation, but some gaps between student expectations and experiences persisted. Students rated the communication aspects of SCALE-UP as desirable and indicated an overall positive affect toward the pedagogy, indicating that violations of their initial expectations were largely positive. By studying the patterns of the shifts in students’ expectations and gaps between those expectations and their experiences, we gain insight for improving both the orientation of the students and the implementation of the course.

• Received 9 July 2009

DOI:https://doi.org/10.1103/PhysRevSTPER.6.010102

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