Course Experience Questionnaire (CEQ)*
(Wilson & Lizzio, 1997)
[Not designed or intended to provide diagnostic feedback regarding specific subjects or instructors.]
Instructions
In answering this questionnaire, please think about the course as a whole rather than identifying individual subjects, topics or lecturers. The questions relate to general issues about your course, based on comments that students have often made about their experiences of university teaching and studying. Your responses are strictly confidential and will not be seen by teaching staff.
Scoring
Items are scored on a scale from 1 to 5, where "1" means "definitely disagree" and "5" means "definitely agree," save for those printed in italics, which are scored in the opposite direction.
Items
Good Teaching scale
- 4. The teaching staff of this course motivate students to do their best work.
- 9. Staff here put a lot of time into commenting on students' work.
- 20. The staff make a real effort to understand difficulties students may be having with their work.
- 22. Teaching staff here normally give helpful feedback on how you are going.
- 23. Our lecturers are extremely good at explaining things to us.
- 25. Teaching staff here work hard to make subjects interesting.
- 31. Staff here show no real interest in what students have to say.
- 33. This course really tries to get the best out of all its students.
Clear Goals and Standards Scale
- 1. It's always easy here to know the standard of work expected.
- 8. You usually have a clear idea of where you're going and what's expected of you.
- 18. It's often hard to discover what's expected of you in this course.
- 24. The aims and objectives of this course are NOT made very clear.
- 35. The staff here make it clear right from the start what they expect from students.
Generic Skills Scale
- 2. This course has helped me to develop my problem-solving skills
- 6. This course has sharpened my analytic skills.
- 11. This course has helped develop my ability to work as a team member.
- 12. As a result of doing this course, I feel more confident about tackling unfamiliar problems.
- 13. This course has improved my written communication skills.
- 28. This course has helped me develop the ability to plan my own work.
Appropriate Assessment Scale
- 7. Lecturers here frequently give the impression they have nothing to learn from students.
- 10. To do well on this course all you really need is a good memory.
- 17. Staff seem more interested in testing what you've memorized than what you've understood.
- 26. Too many staff ask us questions just about facts.
- 29. Feedback on student work is usually provided ONLY in the form of marks and grades.
- 32. It would be possible to get through this course just by working hard around exam times.
Appropriate Workload Scale
- 5. The workload is too heavy.
- 14. It seems to me that the syllabus tries to cover too many topics.
- 19. We are generally given enough time to understand the things we have to learn.
- 27. There's a lot of pressure on you as a student here.
- 36. The sheer volume of work to be got through in this course means you can't comprehend it all thoroughly.
Emphasis on Independence Scale
- 3. There are few opportunities to choose the particular areas you want to study.
- 15. The course has encouraged me to develop my own academic interests as far as possible.
- 16. Students have a great deal of choice over how they are going to learn in this course.
- 21. Students here are given a lot of choice in the work they have to do.
- 30. We often discuss with our lecturers or tutors how we are going to learn in this course.
- 34. There's very little choice in this course in the ways you are assessed.
- 37. Overall, I am satisfied with the quality of this course.
*Appropriate Uses of the CEQ
- Intermittent planned use.
- Whole course/degree program evaluation.
- Summative evaluation.
- Cautious contextualized comparisons of program within a field of study.
- Cautious contextualized comparisons between similar institutions.
- Benchmarking between institutions to identify possible best practices.
- As one of a range of performance indicators of teaching quality.
- As an indicator of useful directions for further investigation.
- A multidimensional assessment of teaching quality.
- Regarded as a measure of teaching process.
- Part of the basis for informed choice.
- Results used to improve student learning outcomes.
- Results used to help staff make professional judgments about how to improve student learning.
