A Reflection on Survey Design CEP 812

In CEP 812, I'm exploring this wicked problem: How might teachers redesign International Baccalaureate Diploma Programme (IBDP) Biology classes so that high exam results are a natural result of genuine inquiry?

This problem matters because the IB presents itself as committed to developing curious, critically thinking young people, and then culminates that philosophy in high-stakes exams that carry enormous consequences for students' futures. That tension isn't accidental, and it plays out in every IBDP Biology classroom.

Before diving into survey design, I revisited materials from CEP 822 about clear objectives and target audiences. This reminder was critical, because honestly, I spent most of my survey creation time just figuring out what I was actually asking.

Initially, I hoped respondents could provide solutions. But, this question is too complex for that. Instead I redirected: rather than seeking solutions, I'm measuring the scope of the problem. How many IBDP Biology teachers experience tension between exam preparation and meaningful teaching? How do they perceive the curriculum's demands?

Another challenge: my intended audience are all experts in a niche field with shared, jargon-heavy vocabulary. Although this goes against almost all survey design advice available on the internet and provided by my professors, I decided to keep it in since anyone who teaches IBDP Biology knows what "IA", and "SL" stands for. And, to be completely honest, if they don’t know them, then they likely are not familiar enough with the course to have informed opinions about its implementation.

I also struggled with the right number of questions. Too many and the survey becomes redundant; too few and I'm not getting what I need. Organizing questions into three categories (Curriculum Structure, What It Promotes/Assesses, Teaching Pressure) helped me avoid overlap.

Finally, I included optional open-ended questions. Respondents are first asked whether they want to answer them, then directed accordingly.