Measuring perceived clarity: initial validity evidence from U.S. college student samples

The purpose of this study was to develop a measure of perceived clarity. While various measures exist for assessing instructor behaviors that typically result in students perceiving clear instruction, there is no measure of the actual perceptual change in clarity. To address this gap, this study provides an initial validity portfolio for a perceived clarity measure through two studies. The results offer evidence supporting a 6-item semantic differential measure of perceived clarity, providing a tool for more accurate measurement practices in instructional contexts.