This article describes the initial development and psychometric evaluation of an instrument for use with secondary students to measure various perceptions about class activities. The instrument—Student Perceptions of Classroom Quality (SPOCQ)—focuses on meaningfulness, challenge, choice, self-efficacy, and appeal, constructs central to learning and deeply rooted in gifted education. The article reports content and construct validity evidence, reliability estimates, and demographic group comparisons from a diverse national sample of students in grades 7–12 (N = 7,411). The article also details differences between advanced and general education students’ perceptions of their classroom environments. SPOCQ can be useful to those interested in classroom research, as well as those aiming to improve teaching and learning by considering students’ perceptions of class activities.
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