Building a Formative Assessment Tool Using the CARE² Model: Strategies for Capturing Learner Perceptions of Instructional Design Frameworks

Author Information

Karen K. Fujii, Niels Brock Copenhagen Business College, Denmark
Natalie Perez, Independent Scholar, United States

Abstract

Measuring instructional design principles is critical for understanding how pedagogical strategies influence learner experiences, engagement, and outcomes (Spooren et al., 2013). The Fujii and Perez (2025) CARE² model, which includes the principles of Culture, Collaboration, Agency, Agility, Relevance, Repetition, Evaluation, and Engagement, is a culturally responsive framework designed to support international learners in higher education. While the model has guided instructional design, it has not yet been formalized as an evaluative instrument to systematically capture learners’ perceptions or experiences. To address this gap, each CARE² principle was operationalized as a formative measurement item, with each dimension representing a distinct, non-interchangeable feature of instructional design rather than a reflective latent trait. Correlation analyses revealed theoretically coherent relationships among constructs (r = .355-.705, p < .001), supporting nomological validity. Importantly, the study also provides a practical template for designers and educators to develop their own evaluative instruments, illustrating how theoretically grounded principles can be translated into measurable indicators. By offering a structured, theory-driven lens, this study supports the evaluation and refinement of pedagogical strategies for designing and enhancing meaningful learning environments, while providing evidence-based guidance for instructional improvement.

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