Instructor and Course Evaluation System Center for Innovation in Teaching and Learning
Measurement and EvaluationUniversity of Illinois at Urbana-Champaign
ICES ITEM CATALOG
The Instructor and Course Evaluation System (ICES) is a computer-based system for obtaining student ratings of instructors and courses. With this system you select items or complete rating forms which you consider to be the most appropriate for evaluating your course. This catalog contains over 600 items and 4 complete forms for your use.
GENERAL OPERATION OF ICES
Each ICES questionnaire contains space for 25 items. The first two items are preprinted on each questionnaire. They are:
1. Rate the Instructor’s Overall Exceptionally High – Exceptionally Low Teaching Effectiveness
2. Rate the Overall Quality of Exceptionally High – Exceptionally Low this Course
These global items were selected to permit comparisons of ratings from nearly all teaching situations. The other 23 item spaces may be filled according to one of the three options described below. The two Global items above and all other items contain 5 response positions.
Option 1: Departmental Core Plus Instructor Selected Items
Each department has the option to designate a set of items (not necessarily contained in the catalog) to use as its departmental core. Once a core has been established, all instructors in that department will automatically have the department core items included as part of the 23 items printed by the computer on the ICES questionnaire. The number of items contained in a given core thus limits the number of instructor selected items that may be chosen. The total number of core plus instructor selected may not exceed 23.
Option 2: Instructor Selected Items Only (No Departmental Core)
If your department does not have a core set of items, you have the option of choosing up to 23 items from the catalog. Since you must request ICES questionnaires for each class section, you can select a different set of items for each section to be evaluated.
Option 3: Complete Form
If your department does not have a set of core items and you do not wish to use the catalog of Instructor Selected Items, you may select one of the available complete forms. Complete forms are ready-made questionnaires that either have been used at UIUC or were designed for a special purpose. Short descriptions of each form are given on page 27 of this catalog. If you choose this option, you cannot also use Instructor Selected Items.
© 2001, University of Illinois
HOW TO USE ICES
You will need a copy of this ICES Catalog and, for every class section to be evaluated, a machine-scannable Faculty Request Form. Additional Faculty Request Forms are available in your departmental office. Remember: a separate Faculty Request Form should be completed for each class section.
Steps to follow in Completing a Faculty Request Form 1. Complete Boxes 1-11 on Side 1 as indicated. In the machine-scannable areas, fill in the requested letters or
numbers and darken the appropriate circle beneath each letter or number. In other areas, supply the information requested. Please use pencil only.
2. Since norms are partially based on instructor rank, make sure Box 6 is completed. 3. Box 7, Release Information, includes three separate designations a. “Incomplete List of Teachers…” allows your name and course to be published if results qualify – Mark “Yes” for release, no signature required. b. “University Student Publication” allows an additional set of items to be printed on your questionnaire
forms and for results to be printed in their publication – Mark “Yes” for release, no signature required. Check your general mailing for the exact number of items added.
c. “Department Head…” allows one copy of your results to be sent to a departmental representative – Mark “Yes” for release and designate the person and his/her address and sign your name. 4. On Side 2, determine the appropriate option from the previous page that applies to each request form.
a. Option 1 (Department Core Plus Instructor-Selected Items) Use the catalog to select the items you wish to use (see next section for some suggestions) and
record the item numbers on a separate sheet of paper. This separate sheet will allow you to keep a record of the items you requested for each class. Note that the number of items selected, including those in your departmental core, may not exceed 23. Mark the item numbers on Side 2 of the Faculty Request Form by darkening the circle under each catalog item number.
b. Option 2 (Instructor-Selected Items Only) Use the catalog to select the items you wish to use (see next section for some suggestions) and record the item numbers on a separate sheet of paper. This separate sheet will allow you to keep a record of the items you requested for each class. Mark the item numbers on Side 2 of the Faculty Request Form by darkening the circle under each catalog item number
c. Option 3 (Complete Form) Select the form you wish to use from the summaries contained on page 27. Then darken the circle next to form number in the “Complete Forms” section on Side 2 of the Faculty Request Form.
5. Return your completed Faculty Request Forms to ICES, 247 Armory Bldg., MC-528 and keep this catalog for future reference.
SOME SUGGESTIONS FOR CHOOSING “INSTRUCTOR SELECTED ITEMS” The items in the catalog are initially classified by item content. Roman numeral sections I-IV in the table of contents contain items appropriate for most typical classes. Section V is to be used at the beginning of the semester. Section VI items can be used in Specific Instructional settings. Sections I-V are further divided into “General” or “Specific” items. General items indicate a given area of instruction as a strength or weakness and Specific items provide diagnostic information. The distinction between General and Specific items is primarily a judgmental decision. In using “Instructor Selected Items” for the first time, you may want to select one or two General items from each of several content areas of special interest to you. As space permits, one or two Specific items from the selected content areas might be added. As you gain experience with ICES, you may wish to explore a given instructional area in more depth by including more Specific items. More information on choosing items and using ICES may be found in ICES Newsletter No. 3. Please call the ICES staff at 333-3490 for any assistance.
TABLE OF CONTENTS INSTRUCTOR SELECTED ITEMS PAGE I. Course Management ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ4 A. Course Organization/Structureֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 4 B. Instructional Assignments and Materialsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 5 1. Readingsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 5 2. Writingֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 6 3. Homeworkֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 6 4. Audio Visualֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 7 C. Grading and Examsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 7 D. Workload ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 8 1. Work Requirementsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 8 2. Difficultyֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 8
II. Student Outcomes of Instruction ֵֵֵֵֵֵֵֵֵֵֵֵ ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ9 A. Cognitive ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 9 B. Affectiveֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ10 C. Participation and Effort ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 11
III. Instructor Characteristics and Style ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ ֵֵֵֵֵֵֵֵֵֵֵֵֵֵ12 A. Communication Skillsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 12 1. Enthusiastic/Dynamicֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 13 2. Knowledgeableֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 13 3. Clarity of Presentationֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 14 4. Personalityֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 14 B. Stimulation of Thinkingֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 15 C. Warmth and Concern for Studentsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 16
IV. Instructional Environment ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ17 A. Social Climateֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 17 1. Instructor-Student Interactionֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 17 2. Student-Student Interactionֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 18 3. Active Learning ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 18 B. Physical Settingֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 19
V. Student Preferences for Instruction/Learning Styleֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 20
VI. Specific Instructional Settingsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 21 A. Laboratoryֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 21 B. Studio Artֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 22 1. Organizational Structureֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 22 2. Course Demandsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 22 3. Examples/Demonstrationsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 22 4. Explanations/Presentationsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 22 5. Criticismsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 23 6. Student-Instructor Relationsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 23 7. Instructor Characteristicsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 23 8. Outcomesֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 23 9. Facilitiesֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 24 C. Technology Utilizationֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 24 D. Team Teachingֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 24 E. Clinicalֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 25 F. Field Tripsֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 25
VII. Cheatingֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 26
COMPLETE FORM DESCRIPTIVE SUMMARIES ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 27
ESSAY ITEM IDEAS ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 27
3
4
I. Course Management A. Course Organization/Structure
General # Item Left Anchor Right Anchor 1 THE COURSE OBJECTIVES WERE: VERY CLEAR 5-4-3-2-1 VERY UNCLEAR
E INSTRUCTOR STATED CLEARLY WHAT WAS ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 2 TH EXPECTED OF STUDENTS.
3 THE COURSE WAS: ORGANIZED 5-4-3-2-1 DISORGANIZED
AS THERE AGREEMENT BETWEEN ANNOUNCED STRONG 5-4-3-2-1 NO AGREEMENT 4 W COURSE OBJECTIVES AND WHAT WAS TAUGHT? AGREEMENT
AS THE PROGRESSION OF THE COURSE LOGICAL AND YES, ALWAYS 5-4-3-2-1 NO, SELDOM 5 W COHERENT FROM BEGINNING TO END?
D THIS COURSE DUPLICATE OTHER COURSES IN THIS CONSIDERABLY 1-2-3-4-5 NOT AT ALL 6 DI AREA?
Specific
# Item Left Anchor Right Anchor D THE INSTRUCTOR PRESENT TOPICS IN A LOGICAL YES, ALM 7 DI OST 5-4-3-2-1 NO, ALMOST SEQUENCE? ALWAYS NEVER
8 DID THE INSTRUCTOR FOLLOW A COURSE OUTLINE? YES, VERY MUCH 5-4-3-2-1 NO, NOT AT ALL
W WELL DID THE INSTRUCTOR COORDINATE VERY WELL 5-4-3-2-1 RATHER POORLY 9 HO DIFFERENT ACTIVITIES OF THIS COURSE?
COURSE WAS CREATIVELY PLANNED. STRON 10 THIS GLY 5-4-3-2-1 STRONGLY AGREE DISAGREE
HAT WAS YOUR OPINION ABOUT THE OBJECTIVES WELL CHOSEN 5-4-3-2-1 POORLY CHOSEN 11 W FOR THIS COURSE?
AS DISAPPOIN ED WITH THE TOPICS EMPHASIZED STRON 12 I W T GLY 1-2-3-4-5 STRONGLY IN THIS COURSE. AGREE DISAGREE
AS CLASS TIME SPENT ON UNIMPORTANT AND YES, OFTEN 1-2-3-4-5 NO, NEVER 13 W IRRELEVANT MATERIAL?
E INSTRUCTOR NEEDS TO SCHEDULE CLASS TIME STRON 14 TH GLY 1-2-3-4-5 STRONGLY BETTER. AGREE DISAGREE
W WELL DID THE READING, LECTURES, AND BALANCED 15 HO 5-4-3-2-1 UNBALANCED DISCUSSIONS COVER ANNOUNCED OBJECTIVES? COVERAGE COVERAGE
E COURSE STRUCK A GOOD BALANCE AMONG TO A GREAT 5-4-3-2-1 NOT AT ALL 16 TH READING, DISCUSSION AND WRITING. EXTENT
D THE INSTRUCTOR EXPLAIN SEQUENCE OF TOPICS KEPT ON 17 DI 5-4-3-2-1 WANDERED AND THEN KEEP THE COURSE ON TRACK? THE TRACK AIMLESSLY
18 THE SCOPE OF THIS COURSE WAS: TOO BROAD 1-3-5-3-1 TOO NARROW
19 THE COURSE CONTENT WAS: TOO ADVANCED 1-3-5-3-1 TOO ELEMENTARY
COURSE CONTENT WAS: TOO 1-3-5-3-1 TOO APPLIED 20 THE THEORETICAL D THE INSTRUCTOR PRESENT MATERIAL THAT WAS YES, OFTEN 5-4-3-2-1 NO, SELDOM 21 DI NOT COVERED IN OUTSIDE READINGS?
D LECTUR S REPEAT MATERIAL COVERED BY THE YES, B 22 DI E UT TOO 1-3-5-3-1 NO, TOO READINGS? OFTEN SELDOM
5
ELATIVE TO DISCUSSION TIME, THE AMOUNT OF TOO MUCH 1-3-5-3-1 TOO LITTLE 23 R LECTURING WAS:
OULD MORE/LESS TIME BE PROVIDED TO REVIEW MUCH MORE 1-3-5-3-1 MUCH LESS 24 SH AND SYNTHESIZE COURSE MATERIAL? TIME TIME
E INSTRUCTOR CHANG D APPROACHES WHEN THE STRON 25 TH E GLY 5-4-3-2-1 STRONGLY OCCASION DEMANDED IT. AGREE DISAGREE
EDED MORE DIRECTION. STRON 26 I NE GLY 1-2-3-4-5 STRONGLY AGREE DISAGREE
E INSTRUCTOR DESCRIBED AT THE BEGINNING OF ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 27 TH CLASS WHAT WAS PLANNED.
28 THE DISCUSSION TOPICS WERE: WELL CHOSEN 5-4-3-2-1 POORLY CHOSEN
ID INSTRUCTOR OUTLINE THE PURPOSES AND YES, ALWAYS 5-4-3-2-1 NO, NEVER 29 D CONTENT OF CLASSROOM DISCUSSIONS?
E INSTRUCTOR DEFINED THE OBJECTIVES OF ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 30 TH DISCUSSION.
E INSTRUCTOR DEFINED THE CONTENT OF ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 31 TH DISCUSSION.
LASS DISC SSION SEEMED TO LACK DIRECTION AND ALMOST ALWAYS 1-2-3-4-5 ALMOST NEVER 32 C U PURPOSE.
W MUCH TIME WAS ALLOTTED TO CLASSROOM TOO MUCH 1-3-5-3-1 TOO LITTLE 33 HO QUESTIONING AND DISCUSSION?
E REAL ST ENGTH OF THIS COURSE WAS CLASS STRON 34 ON R GLY 5-4-3-2-1 STRONGLY DISCUSSION. AGREE DISAGREE
TOO LONG FOR THIS COURSE TO GET GOING. STRON 36 IT TOOK GLY 1-2-3-4-5 STRONGLY AGREE DISAGREE
E INSTRUCTOR USED STUDENT CONTRIBUTIONS IN ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 37 TH DEVELOPING SUBSEQUENT CLASS SESSIONS.
B. Instructional Assignments and Materials
General # Item Left Anchor Right Anchor 45 RATE THE TEXT(S) USED IN THIS COURSE. EXCELLENT 5-4-3-2-1 POOR
W WOULD YOU RATE INSTRUCTIONAL MATERIALS EXCELLENT 5-4-3-2-1 POOR 46 HO USED IN THIS COURSE?
E INSTRUCTOR GAVE ASSIGNMENTS THAT WERE ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 47 TH USEFUL FOR LEARNING SUBJECT MATTER.
E INSTRUCTOR PROVIDED PRACTICE FOR ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 48 TH STUDENTS TO MASTER COURSE MATERIAL.
Specific
1. Readings # Item Left Anchor Right Anchor E READINGS WELL SELECTED? YES, A 50 WER LL VERY 5-4-3-2-1 NO, ALL VERY GOOD POOR
CRIBE THE READING ASSIGNMENTS. INTERESTING 51 DES , 5-4-3-2-1 BORING, STIMULATING UNEXCITING
D READINGS REQ IRE A REASONABLE AMOUNT OF NO, TOO 1-3-5-3-1 NO, TOO SIMPLE 52 DI U TIME AND EFFORT? DEMANDING
E AMOUNT OF READING HOMEWORK ASSIGNED BY EXCESSIVE 1-3-5-3-1 NOT ENOUGH 53 TH THE INSTRUCTOR WAS:
6
54 THE Y 1-3-5-3-1 EXTREMELY DIFFICULT EASY
READINGS WERE: EXTREMEL
55 WERE READING ASSIGNMENTS RELEVANT TO CLASS YES, ALWAYS 5-4-3-2-1 NO, ALMOST PRESENTATIONS? NEVER
PROPRIATE READING ASSIGNMENTS WERE GIVEN ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 56 AP FOR EACH SECTION OF THE COURSE.
D SUPPLEMENTARY TEXT(S) HELP YO EXPAND TO A GREAT 5-4-3-2-1 NOT AT ALL 57 DI U YOUR KNOWLEDGE OF THE MATERIAL? EXTENT
W DIFFICULT WAS IT TO GET ACCESS TO T E VERY EASY 5-4-3-2-1 VERY DIFFICULT 58 HO H REFERENCE MATERIALS FOR THIS COURSE?
2. Writing # Item Left Anchor Right Anchor EQUATE TIME WAS PROVIDED FOR COMPLETING ALWAYS 5-4-3-2-1 SELDOM 60 AD ASSIGNMENTS.
D YOUR INSTRUCTOR RELATE EXERCISES TO ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 61 DI INFORMATION GAINED ELSEWHERE?
ERE THE WRITTEN ASSIGNMENTS (PAPERS YES, QUITE 62 W , 5-4-3-2-1 NO, POORLY PROBLEM SETS, ETC.) CAREFULLY CHOSEN? CAREFULLY CHOSEN
CRIBE YOUR WRITTEN ASSIGNMENTS. INTERESTING 63 DES , 5-4-3-2-1 DULL, STIMULATING UNINSPIRING
ERE DIRECTIONS FOR WRITTEN ASSIGNMENTS YES, ALWAYS 5-4-3-2-1 NO, NEVER 64 W CLEAR AND SPECIFIC?
MPLETING WRITTEN ASSIGNMENTS WAS A GOOD STRON 65 CO GLY 5-4-3-2-1 STRONGLY USE OF MY TIME AND EFFORT. AGREE DISAGREE
HAT WAS THE TIME AND EFFORT REQUIRED FOR TOO LONG 1-3-5-3-1 TOO SHORT 66 W WRITTEN ASSIGNMENTS?
AS GIVEN SUFFICIENT CREATIVE FREEDOM IN QUITE 5-4-3-2-1 NOT ENOUGH 67 I W WRITING PAPERS AND REPORTS. SUFFICIENT
E INSTRUCTOR PERMITTED ENOUGH FREEDOM IN SUFFICIENT 5-4-3-2-1 TOO STRICT 68 TH CHOOSING TOPICS FOR PAPERS. FREEDOM
69 W 5-4-3-2-1 NO, VERY PRESENTATIONS? RELEVANT IRRELEVANT
ERE WRITTEN ASSIGNMENTS RELEVANT TO CLASS YES, QUITE
70 WERE WRITTEN ASSIGNMENTS GRADED FAIRLY? YES, QUITE 5-4-3-2-1 NO, VERY FAIR UNFAIR
E WRITTEN ASSIGNMENTS RETURNED PROMPTLY? , ALWAYS 5-4-3 , ALMOST 71 WER YES -2-1 NO NEVER
S YOUR ABILITY TO EXPRESS IDEAS IN WRITING YES, 5-4-3-2-1 NO, NOT AT ALL 72 HA BEEN STRENGTHENED? DEFINITELY
ERE THE TERM PAPERS VALUABLE IN RELATION TO HIGH VALUE 5-4-3-2-1 NO VALUE 73 W THE COURSE OBJECTIVES?
O MUCH EMPHASIS WAS PLACED ON THE STRON 74 TO GLY 1-2-3-4-5 STRONGLY PROJECT(S). AGREE DISAGREE
3. Homework # Item Left Anchor Right Anchor W BENEFICIA WERE THE HOMEWORK VERY 80 HO L 5-4-3-2-1 JUST BUSY ASSIGNMENTS? BENEFICIAL WORK
OULD MORE OR LESS HOMEWORK BE ASSIGNED FOR MUCH MORE 1-3-5-3-1 MUCH LESS 81 SH THIS COURSE?
EWORK ASSIGNMENTS WERE: EXCE 82 HOM SSIVELY 1-3-5-3-1 EXTREMELY LONG SHORT
7
83 THE ELY 1-3-5-3-1 EXTREMELY DIFFICULT EASY
HOMEWORK WAS: EXCESSIV
4. Audio/Visual # Item Left Anchor Right Anchor D INSTRUCTIONAL MATERIALS APPEAR TO BE YES, ALWAYS 5-4-3-2-1 NO, SELDOM 90 DI CONSCIENTIOUSLY PREPARED OR CHOSEN?
RUCTIONAL MATERIALS FOR THIS COURSE WERE: TOO 1-3-5-3-1 TOO ADVANCED 91 INST ELEMENTARY
ERE VIDEOTAPES/FILMS INTERESTING AND YES, ALWAYS 5-4-3-2-1 NO, SELDOM 92 W STIMULATING?
ERE SLIDE PRESENTATIONS INTERESTING AND YES, ALWAYS 5-4-3-2-1 NO, NEVER 93 W STIMULATING?
ERE INSTRUCTORS' SUPPLEMENTARY HANDOUTS, YES, EXTREMELY 5-4-3-2-1 NO, NEARLY 94 W PROBLEM SETS, VALUABLE AS LEARNING AIDS? VALUABLE USELESS
DIO-VISUAL PROCEDURES WERE LOGICALLY STRON 95 AU GLY 5-4-3-2-1 STRONGLY INTEGRATED WITH THE REST OF THE COURSE. AGREE DISAGREE
W MUCH EXPLANATION DID THE INSTRUCTOR TOO MUCH 5-4-3-2-1 TOO LITTLE 96 HO PROVIDE IN DISCUSSING SLIDES, FILMS, ETC.?
W RELEVANT WERE FILMS AND AUD O-VISUAL VERY 97 HO I 5-4-3-2-1 VERY MATERIALS TO COURSE OBJECTIVES? RELEVANT IRRELEVANT
W OFTEN DID YOU FALL ASLEEP OR DOZE WHEN ALMOST ALWAYS 1-2-3-4-5 ALMOST NEVER 98 HO AUDIO-VISUAL MATERIAL WAS PRESENTED?
C. Grading and Exams
General # Item Left Anchor Right Anchor W EFFECTIVE WAS THE INSTRUCTOR IN PREPARING VERY 100 HO 5-4-3-2-1 VERY STUDENTS FOR EXAMS? EFFECTIVE INEFFECTIVE
101 THE GRADING PROCEDURES FOR THE COURSE WERE: VERY FAIR 5-4-3-2-1 VERY UNFAIR
W WOULD YOU RATE THE INSTRUCTOR'S EXCELLENT 5-4-3-2-1 POOR 102 HO EXAMINATION QUESTIONS?
W WELL DID EXAMINATION QUESTIONS R 5-4-3 103 HO EFLECT WELL RELATED -2-1 POORLY CONTENT AND EMPHASIS OF THE COURSE? RELATED
AS THE GR DING SYSTEM FOR THE COURSE YES, VERY 5-4-3-2-1 NO, NOT AT ALL 104 W A EXPLAINED? WELL
Specific # Item Left Anchor Right Anchor ID THE INSTRUCTOR HAVE A REALISTIC DEFINITION YES, VERY 105 D 5-4-3-2-1 NO, VERY OF EXCELLENT PERFORMANCE? REALISTIC UNREALISTIC
ID THE INSTRUCTOR SET TOO HIGH/LOW GRADING TOO HIGH 1-3-5-3-1 TOO LOW 106 D STANDARDS FOR STUDENTS?
OW WOULD YOU C ARACTERIZE THE INSTRUCTOR'S VERY 107 H H 5-4-3-2-1 VERY GRADING SYSTEM? OBJECTIVE SUBJECTIVE
E AMOUNT OF GRADED FEEDBACK GIVEN TO ME QUITE 5-4-3-2-1 NOT ENOUGH 108 TH DURING THE COURSE WAS: ADEQUATE
ERE EXAMS, PAPERS, REPORTS RETURNED WITH ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 109 W ERRORS EXPLAINED OR PERSONAL COMMENTS?
ERE REQUESTS OR RE-GRADING OR REVIEW YES, ALM 110 W F OST 5-4-3-2-1 NO, ALMOST HANDLED FAIRLY? ALWAYS NEVER
E INSTRUCTOR EVALUATED MY WORK IN A STRON 111 TH GLY 5-4-3-2-1 STRONGLY MEANINGFUL AND CONSCIENTIOUS MANNER. AGREE DISAGREE
8
112 DID YOU UNDERSTAND WHY YOU RECEIVED THE ALWAYS 5-4-3-2-1 NEVER GRADES YOU DID ON PROJECTS?
113 EXAMS WERE PROMPTLY GRADED. YES, ALWAYS 5-4-3-2-1 NO, NEVER
E EXAMS REFLECTED IMPORTANT POINTS IN THE STRON 114 TH GLY 5-4-3-2-1 STRONGLY READING ASSIGNMENTS. AGREE DISAGREE
ERE THE IN TRUCTOR'S TEST QUESTIONS THOUGHT DEFINITELY 5-4-3-2-1 DEFINITELY NO 115 W S PROVOKING? YES
ID THE EX MS CHALLENGE YOU TO DO ORIGINAL YES, VERY 116 D A 5-4-3-2-1 NO, NOT THINKING? CHALLENGING CHALLENGING
ERE THERE "TRICK" OR TRITE QUESTIONS ON LOTS OF THEM 1-2-3-4-5 FEW IF ANY 118 W TESTS?
E EXAM QUESTIONS WORDED CLEARLY? YES, V 119 WER ERY 5-4-3-2-1 NO, VERY CLEAR UNCLEAR
120 HOW MANY EXAMINATIONS WERE GIVEN? TOO MANY 1-3-5-3-1 TOO FEW W WAS THE LENGTH OF EXAMS FOR THE TIME TOO LONG 1-3-5-3-1 TOO SHORT 121 HO ALLOTTED?
122 HOW DIFFICULT WERE THE EXAMINATIONS? TOO DIFFICULT 1-3-5-3-1 TOO EASY
OUND I COULD SCORE REASONABLY WELL ON EXAMS STRON 123 I F GLY 1-2-3-4-5 STRONGLY BY JUST CRAMMING. AGREE DISAGREE
ERE EX MS ADEQUATELY DISCUSSED UPON YES, 5-4-3-2-1 NO, NOT ENOUGH 125 W A RETURN? ADEQUATELY
D. Workload
1. Work Requirements
General # Item Left Anchor Right Anchor MUCH WORK DID THIS COURSE REQUIRE? EXCESSIVE 1-3-5-3-1 NOT ENOUGH 130 HOW AMOUNT
W APPROPRIATE WAS THE AMOUNT OF WORK VERY 5-4-3-2-1 INAPPROPRIATE 131 HO REQUIRED FOR THE CREDIT EARNED? APPROPRIATE
Specific
E INSTRUCTOR ATTEMPTED TO COVER TOO MUCH STRON 132 TH GLY 1-2-3-4-5 STRONGLY MATERIAL. AGREE DISAGREE
W MUCH PERFECTION DID THE INSTRUCTOR TOO MUCH 1-3-5-3-1 TOO LITTLE 133 HO REQUIRE IN YOUR WORK?
W DEMANDING WAS THE INSTRUCTOR OR WRITTEN VERY 134 HO F 5-4-3-2-1 OVERLY ASSIGNMENT LENGTH, DUE DATES, ETC.? REASONABLE DEMANDING
E AMOUNT OF OUTSIDE PREPARATION REQUIRED QUITE GREAT 1-3-5-3-1 QUITE SMALL 135 TH FOR THIS COURSE WAS:
ALITY OF WORK WAS EMPHASIZED MORE THAN STRON 136 QU GLY 5-4-3-2-1 STRONGLY QUANTITY. AGREE DISAGREE
E INSTRUCTOR'S ASSUMPTION THAT STUDENTS STRON 137 TH GLY 5-4-3-2-1 STRONGLY COULD MASTER TECHNIQUES WAS CORRECT. AGREE DISAGREE
2. Difficulty
General # Item Left Anchor Right Anchor 140 HOW DIFFICULT WAS THE COURSE MATERIAL? TOO DIFFICULT 1-3-5-3-1 RATHER EASY
9
COURSE WAS: OVERLY 1-3-5-3-1 TOO EASY 141 THE DEMANDING
E LEVEL OF DIFFICULTY OF THE COURSE MATERIAL STRON 142 TH GLY 5-4-3-2-1 STRONGLY WAS APPROPRIATE FOR ME. AGREE DISAGREE
Specific
# Item Left Anchor Right Anchor AS THE COURSE APPROPRIATE FOR YOUR VERY L 143 W 5-4-3-2-1 NOT AT AL BACKGROUND (EXPERIENCE)? APPROPRIATE APPROPRIATE
144 DESCRIBE THE PACE OF THE COURSE. TOO FAST 1-3-5-3-1 TOO SLOW
HAT PACE DID THE INSTRUCTOR SET IN PRESENTING TOO FAST 1-3-5-3-1 TOO SLOW 145 W THE MATERIAL?
W SUITABLE WAS THE PACE OF THE COURSE TOO SL 146 HO OW, TOO 1-3-5-3-1 TOO FAST, TOO (NUMBER OF TOPICS, DEPTH OF COVERAGE)? LITTLE MUCH
W SUITABLE WAS THE LEVEL OF THE COURSE TOO S 147 HO LOW, TOO 1-3-5-3-1 TOO FAST, TOO (SOPHISTICATION OF TOPICS AND/OR METHODS)? EASY MUCH
HER STUDENTS WERE MORE ADVANCED, SO I HAD STRON 148 OT GLY 1-2-3-4-5 STRONGLY TROUBLE KEEPING UP. AGREE DISAGREE
II. Student Outcomes of Instruction A. Cognitive
General # Item Left Anchor Right Anchor 157 COURSE SERVED TO BROADEN MY UNDERSTANDING OF YES, DEFINITELY 5-4-3-2-1 NO, NOT AT ALL
HUMAN THOUGHT AND ACHIEVEMENT.
159 COURSE APPROPRIATELY RECOGNIZES SCHOLARSHIP YES, DEFINITELY 5-4-3-2-1 NO, NOT AT ALL
ON THE SIGNIFICANCE OF WOMEN AND GENDER.
W MUCH DO YOU FEEL YOU HAVE ACCOMPLISHED IN A GREAT DEAL 5-4-3-2-1 VERY LITTLE 160 HO THIS COURSE?
MPARED TO OTHER COURSES, HOW MUCH DID YOU MUCH MORE 5-4-3-2-1 MUCH LESS 161 CO LEARN IN THIS COURSE?
162 HOW MUCH HAVE YOU LEARNED IN THIS COURSE? A GREAT DEAL 5-4-3-2-1 VERY LITTLE
AVE BECOME MORE COMPETENT IN THIS AREA DUE TO A GREAT 5-4-3-2-1 NOT AT ALL 163 I H TO THIS COURSE. EXTENT
YOU FEEL CO RSE OBJECTIVES WERE YES, TO A 5-4-3-2-1 NO, NOT AT ALL 164 DO U ACCOMPLISHED? GREAT EXTENT
OULD YOU RECOMMEND THIS COURSE TO OTHER HIGHLY 165 W 5-4-3-2-1 NOT STUDENTS? RECOMMEND RECOMMEND
Specific # Item Left Anchor Right Anchor AS THE COURSE WORTHWHILE IN TERMS OF VERY L 166 W 5-4-3-2-1 NOT AT AL OBTAINING GENERAL KNOWLEDGE IN THE FIELD? WORTHWHILE WORTHWHILE
N ALL STUDENTS BENEFIT FROM THIS OURSE OR STUDENTS 5-4-3-2-1 SPECIALIZED 167 CA C ONLY THOSE WITH SPECIALIZED GOALS? IN GENERAL ONLY
W MUCH FACTUAL MATERIAL DID YOU LEARN IN THIS A GREAT DEAL 5-4-3-2-1 VERY LITTLE 168 HO COURSE?
D THIS COURSE IMPROVE YOUR UNDERST NDING OF YES, 5-4-3-2-1 NO, NOT MUCH 169 DI A CONCEPTS AND PRINCIPLES IN THIS FIELD? SIGNIFICANTLY
10
N YOU NOW IDENTIFY MAIN POINTS AND CENTRAL YES, CLEARLY 5-4-3-2-1 NOT VERY WELL 170 CA ISSUES IN THIS FIELD?
BTAINED KNOWLEDGE ON OW TO LOCATE TO A GREAT 5-4-3-2-1 NOT AT ALL 171 I O H APPROPRIATE INFORMATION. EXTENT
EVELOPED THE ABILITY TO RECOGNIZE GOOD TO A GREAT 5-4-3-2-1 NOT AT ALL 172 I D ARGUMENTS IN THIS FIELD. EXTENT
E COURSE MATERIAL WAS TOO SUPERFICIAL TO BE TO A GREAT 1-2-3-4-5 NOT AT ALL 173 TH OF MUCH USE TO ME. EXTENT
74 DID YOU IMPROVE YO LITY TO APPLY PRINCIPLES YES, 5-4-3-2-1 NO, NOT MUCH 1 UR ABI IN NEW SITUATIONS? SIGNIFICANTLY
D YOU IMPROVE YOUR ABILITY O COMMUNICATE YES, 5-4-3-2-1 NO, NOT REALLY 175 DI T CLEARLY ABOUT THIS SUBJECT? SIGNIFICANTLY
D YOU IMPROVE YOUR ABILITY TO SOLVE REAL YES, 5-4-3-2-1 NO, NOT REALLY 176 DI PROBLEMS IN THIS FIELD? SIGNIFICANTLY
E INSTRUCTOR HELPED IMPROVE MY PROBLEM STRON 177 TH GLY 5-4-3-2-1 STRONGLY SOLVING ABILITIES. AGREE DISAGREE
D YOU IMPROVE YOUR ABILITY TO EVALUATE NEW YES, GREATLY 5-4-3-2-1 NO, NOT REALLY 178 DI WORKS IN THIS FIELD?
IS COURSE GAVE ME THE OPPORTUNITY TO TO A GREAT 5-4-3-2-1 NOT AT ALL 179 TH DEVELOP SOME ORIGINAL IDEAS. EXTENT
D YOU IMPROVE YOUR ABILITY TO ARRY OUT YES, 5-4-3-2-1 NO, NOT REALLY 180 DI C ORIGINAL RESEARCH IN THIS FIELD? SIGNIFICANTLY
W MUCH HAS THIS COURSE IMPROVED YOUR A GREAT 5-4-3-2-1 NOT AT ALL 181 HO AESTHETIC JUDGMENT? EXTENT
W VALUABLE WAS THIS COURSE IN TERMS OF YOUR EXTREMELY 5-4-3-2-1 NOT VALUABLE 182 HO TECHNICAL DEVELOPMENT? VALUABLE
E COURSE GAVE ME SKILLS AND TECHNIQUES STRON 183 TH GLY 5-4-3-2-1 STRONGLY DIRECTLY APPLICABLE TO MY CAREER. AGREE DISAGREE
AS THE COURSE, AS IT WAS GIVEN, WORTHWHILE IN VERY L 184 W 5-4-3-2-1 NOT AT AL TERMS OF YOUR CAREER OBJECTIVES? WORTHWHILE WORTHWHILE
D YOU LEARN MUCH ABOUT CAREER YES, QUITE A 5-4-3-2-1 NO, NOT MUCH 185 DI OPPORTUNITIES? LOT
W MUCH HAVE THE PROJECTS INCREASED YOUR A GREAT DEAL 5-4-3-2-1 VERY LITTLE 186 HO UNDERSTANDING OF CONCEPTS AND PRINCIPLES?
187 THIS COURSE INCREASED MY ABILITY TO SPEAK IN STRONGLY 5-4-3-2-1 STRONGLY PUBLIC EFFECTIVELY. AGREE DISAGREE
188. I GAINED SKILL DURING THIS COURSE TO HELP ME STRONGLY 5-4-3-2-1 STRONGLY LEARN INDEPENDENTLY. AGREE DISAGREE
189. THIS COURSE BROADENED MY PERSEPCTIVE OF STRONGLY STRONGLY WORKING IN A GLOBAL/SOCIETAL CONTEXT. AGREE 5-4-3-2-1 DISAGREE
B. Affective
General # Item Left Anchor Right Anchor A RESULT OF THIS COURSE, I WANT TO TAKE MORE YES, LY 190 AS 5-4-3-2-1 NO, DEFINITE COURSES IN THIS AREA. DEFINITELY NOT
191 D SUBJECT MATTER?
ID THIS COURSE INCREASE YOUR INTEREST IN THE YES, GREATLY 5-4-3-2-1 NO, NOT MUCH
JOYED LEARNING ABOUT THIS SUBJECT MATTER. TO A GREAT 5-4-3-2-1 NOT AT ALL 192 I EN EXTENT
193 I LOOKED FORWARD TO ATTENDING CLASS. ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER
11
D THIS COURSE MAINTAIN YOUR ATTENTION ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 194 DI THROUGHOUT THE SEMESTER?
Specific # Item Left Anchor Right Anchor D YOUR INTEREST IN THIS COURSE INCREASE OR GREATLY 195 DI 5-4-3-2-1 GREATLY DECREASE AS THE SEMESTER PROGRESSED? INCREASED DECREASED
YOU FEEL YOUR EFFORTS IN THIS COURSE HAVE YES, VERY 196 DO 5-4-3-2-1 NO, NOT BEEN WORTHWHILE? WORTHWHILE WORTHWHILE
SUBJECT MATTER WAS INTRINSICALLY BORING. STRON 197 THIS GLY 1-2-3-4-5 STRONGLY AGREE DISAGREE
D YOU LEARN TO VALUE NEW VIEWPOINTS BECAUSE YES, 5-4-3-2-1 NO, NOT REALLY 198 DI OF THIS COURSE? DEFINITELY
99 WERE YOU STIMULATED TO DO EXTRA READING ABOUT YES, VERY 5-4-3-2-1 NO, NOT REALLY 1 THE COURSE MATERIAL? MUCH
00 WERE YOU STIMULATED TO DISCUSS RELATED TOPICS YES, OFTEN 5-4-3-2-1 NO, NEVER 2 WITH FRIENDS OUTSIDE OF CLASS?
IS COURSE HELPED ME TO FULFILL SOME OF MY TO A GREAT 5-4-3-2-1 NOT AT ALL 201 TH PERSONAL GOALS. EXTENT
D YOU DEVELOP A CLEARER SENSE OF YES, MUCH 5-4-3-2-1 NO, NOT REALLY 202 DI PROFESSIONAL RESPONSIBILITY FROM THIS COURSE? CLEARER
LT THIS COURSE HAD VALUE FOR ME AS A PERSON. STRON 203 I FE GLY 5-4-3-2-1 STRONGLY AGREE DISAGREE
EVELOPED A MORE POSITIVE SELF-CONCEPT TO A GREAT 5-4-3-2-1 NOT AT ALL 204 I D BECAUSE OF THIS COURSE. EXTENT
D THIS OURSE HELP YOU UNDERSTAND YOURSELF YES, HEL 205 DI C PED 5-4-3-2-1 NO, NOT BETTER? GREATLY PARTICULARLY
IS COURSE MADE ME MORE AWARE OF MY YES, MUCH 5-4-3-2-1 NO, NOT REALLY 206 TH INTERESTS AND TALENTS. MORE AWARE
D YO DEVELOP A SET OF OVERALL VALUES IN THIS DEFINITELY 5-4-3-2-1 NO, NOT REALLY 207 DI U FIELD? YES
D YOU BECOME INTERESTED IN COURSE-RELATED YES, VERY 5-4-3-2-1 NO, NOT REALLY 208 DI COMMUNITY PROJECTS? MUCH
EVELOPED OME LEADERSHIP SKILLS BECAUSE OF TO A GREAT 5-4-3-2-1 NOT AT ALL 209 I D S THIS COURSE. EXTENT
211. DID YOU LEARN TO VALUE NEW VIEWPOINTS BECAUSE YES, 5-4-3-2-1 NO, NOT AT ALL OF THIS COURSE? DEFINITELY
212. THIS COURSE INCREASED MY APPRECIATION OF STRONGLY 5-4-3-2-1 STRONGLY CULTURAL AND ETHNIC DIFFERENCES. AGREE DISAGREE
213. THIS COURSE INCREASED MY ABILITY TO UNDERSTAND STRONGLY 5-4-3-2-1 STRONGLY VALUES AND ETHICAL STANDARDS. AGREE DISAGREE
C. Participation and Effort
General # Item Left Anchor Right Anchor MPARED TO OTHER COURSES, HOW MUCH EFFORT MUCH MORE 5-4-3-2-1 MUCH LESS 220 CO DID YOU PUT INTO THIS COURSE?
221 I PREPARED BEFORE COMING TO CLASS. ALWAYS 5-4-3-2-1 NEVER
VALUABLE DO YOU CONSIDER THIS COURSE? EXTREMELY 5-4-3-2-1 NOT VALUABLE 222 HOW VALUABLE
TE THE REL VANCE OF COURSE CONTENT TO YOUR HIGHLY 5-4-3-2-1 NOT RELEVANT 223 RA E MAJOR FIELD. RELEVANT
12
Specific # Item Left Anchor Right Anchor W OFTEN DID YOU DELAY STUDYING FOR THIS VERY OFTEN 1-2-3-4-5 NEVER 224 HO COURSE?
W OFTEN HAD YOU COMPLETED ASSIGNED READING ALWAYS 5-4-3-2-1 NEVER 225 HO BEFORE DISCUSSION IN CLASS?
226 I SKIPPED CLASS: VERY OFTEN 1-2-3-4-5 NEVER
OULDN'T GET INTO THIS COURSE BECAUSE OTHER STRON 227 I C GLY 1-2-3-4-5 STRONGLY THINGS KEPT ME BUSY. AGREE DISAGREE
228 I WENT TO SLEEP IN CLASS: VERY OFTEN 1-2-3-4-5 NEVER
PT UP WITH THE WORK IN THIS COURSE. STRON 229 I KE GLY 5-4-3-2-1 STRONGLY AGREE DISAGREE
OUGHT HELP WHEN I DIDN'T UNDERSTAND THE ALWAYS 5-4-3-2-1 NEVER 230 I S MATERIAL.
CTIVELY PARTICIPATED IN COURSE-RELATED OFTEN 5-4-3-2-1 SELDOM 231 I A GROUP ACTIVITIES.
D YOU ACTIVELY PARTICIPATE IN CLASS YES, OFTEN 5-4-3-2-1 NO, NEVER 232 DI DISCUSSIONS?
D YOU READ NON-REQUIRED BOOKS OR OTHER YES, ALL 5-4-3-2-1 NO, NONE 233 DI MATERIALS SUGGESTED IN THE COURSE?
AD THE APPROPRIATE PREREQUISITE AND STRON 235 I H GLY 5-4-3-2-1 STRONGLY TECHNICAL SKILLS FOR THIS COURSE. AGREE DISAGREE
36 I LEARNED MORE FROM THE READINGS THAN I DID FROM STRON 2 GLY 1-2-3-4-5 STRONGLY LECTURES AND CLASS DISCUSSIONS. AGREE DISAGREE
E LECTURE-DISCUSS N METHOD USED IN THIS ALMOST ALWAYS 1-2-3-4-5 ALMOST NEVER 237 TH IO CLASS LEFT ME BORED.
ERE WAS NOT ENOUGH S UDENT PARTICIPATION STRON 238 TH T GLY 1-2-3-4-5 STRONGLY FOR THIS TYPE OF COURSE. AGREE DISAGREE
III. Instructor Characteristics and Style A. Communication Skills
General # Item Left Anchor Right Anchor INSTRUCTOR WAS A DYNAMIC TEACHER. YES, VERY 5-4-3-2-1 NO, VERY DULL 240 THE DYNAMIC
THE INSTRUCTOR A GOOD SPEAKER? YES, V 241 WAS ERY 5-4-3-2-1 NO, RATHER GOOD POOR
242 THE INSTRUCTOR'S KNOWLEDGE OF SUBJECT WAS: EXCELLENT 5-4-3-2-1 POOR
AS THE IN TRUCTOR ENTHUSIASTIC ABOUT VERY 243 W S 5-4-3-2-1 VERY TEACHING? ENTHUSIASTIC UNENTHUSIASTIC
W WOULD YOU CHARACTERIZE THE INSTRUCTOR'S EXCELLENT 5-4-3-2-1 VERY POOR 244 HO ABILITY TO EXPLAIN?
INSTRUCTOR WAS A GOOD CLASSROOM LEADER. STRON 245 THE GLY 5-4-3-2-1 STRONGLY AGREE DISAGREE
THE INSTRUCTOR SEEM TO ENJOY TEACHING? YES, V 246 DID ERY 5-4-3-2-1 NO, ENJOYED IT MUCH LITTLE
W WOULD YOU CHARACTE IZE THE INSTRUCTOR'S BROAD AND 247 HO R 5-4-3-2-1 PLAINLY COMMAND OF THE SUBJECT? ACCURATE DEFICIENT
13
E INSTRUCTOR SEEMED WELL PREPARED FOR YES, ALWAYS 5-4-3-2-1 NO, SELDOM 248 TH CLASSES.
INSTRUCTOR WAS A MODEL TEACHER. STRON 249 THE GLY 5-4-3-2-1 STRONGLY AGREE DISAGREE
INSTRUCTOR WAS A CREATIVE TEACHER. STRON 250 THE GLY 5-4-3-2-1 STRONGLY AGREE DISAGREE
Specific
1. Enthusiastic/Dynamic # Item Left Anchor Right Anchor W INTERESTING WERE THE INSTRUCTOR'S VERY 5-4-3-2-1 RATHER BORING 255 HO PRESENTATIONS? INTERESTING
D THE INSTRUCTOR AKE GOOD USE OF EXAMPLES YES, VERY 5-4-3-2-1 NO, SELDOM 256 DI M AND ILLUSTRATIONS? OFTEN
E INSTRUCTOR EMPHASIZED IMPORTANT POINTS BY ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 257 TH RAISING VOICE, REPEATING, ETC.
E INSTRUCTOR MADE EFFORTS TO SHOW THE ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 258 TH INTERESTING NATURE OF THE TOPICS.
WAS EASY TO HEAR AND UNDERSTAND THE ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 259 IT INSTRUCTOR.
260 THE INSTRUCTOR'S LECTURES SEEMED TO RAMBLE. ALMOST ALWAYS 1-2-3-4-5 ALMOST NEVER
261 THE INSTRUCTOR USED GESTURES WHILE TEACHING. ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER
W EFFECTIVE WAS THE INSTRUCTOR IN VERY 262 HO 5-4-3-2-1 NOT AT ALL PRESENTING MATERIAL IN LECTURES/DISCUSSIONS? EFFECTIVE EFFECTIVE
E I STRUCTOR'S CLASSROOM LEADERSHIP ABILITY VERY 263 TH N 5-4-3-2-1 RATHER WAS: EFFECTIVE INEFFECTIVE
E INSTRUCTOR SPENT A GREAT DEAL OF TIME ALMOST ALWAYS 1-2-3-4-5 ALMOST NEVER 264 TH MAKING A SMALL NUMBER OF POINTS.
E INSTRUCTOR MADE USE OF TERNATIVE ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 265 TH AL EXPLANATIONS WHEN NEEDED.
OULD LIKE TO ADOPT THIS INSTRUCTOR'S STRON 266 I W GLY 5-4-3-2-1 STRONGLY TEACHING STYLE. AGREE DISAGREE
267 THE INSTRUCTOR USED HUMOR EFFECTIVELY. YES, OFTEN 5-4-3-2-1 NO, SELDOM
THE INSTRUCTOR EASILY FRUSTRATED? YES, V 268 WAS ERY 1-2-3-4-5 NO, HARDLY OFTEN EVER
2. Knowledgeable # Item Left Anchor Right Anchor E INSTRUCTOR WAS KNOWLEDG ABLE ABOUT STRON 275 TH E GLY 5-4-3-2-1 STRONGLY ORIGINS OF CONCEPTS AND IDEAS. AGREE DISAGREE
AS THE INSTRUCTOR ABLE TO GIVE REFE ENCES YES, VERY 5-4-3-2-1 NO, NOT ABLE 276 W R FOR ADDITIONAL READING OR RESEARCH? ABLE
D THE INSTRUCTOR INDICATE RELATIONSHIPS OF YES, Q 277 DI UITE 5-4-3-2-1 NO, HARDLY COURSE CONTENT TO RECENT DEVELOPMENTS? OFTEN EVER
278 THE INSTRUCTOR WAS CONSCIENTIOUS ABOUT STRONGLY 5-4-3-2-1 STRONGLY HIS/HER INSTRUCTIONAL RESPONSIBILITIES. AGREE DISAGREE
670 HOW 5-4-3-2-1 NOT VERY HELPFUL HELPFUL
HELPFUL DID YOU FIND THE T.A.? VERY
14
3. Clarity of Presentation
# Item Left Anchor Right Anchor 280 TH P EASY NOTE TAKING.
E INSTRUCTOR'S RESENTATIONS ALLOWED FOR ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER
E INSTRUCTOR PRESENTED MATERIAL AT A LEVEL ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 281 TH APPROPRIATE FOR ME.
W OFTEN DID THE INSTRUCTOR DIGRESS DURING QUITE OFTEN 1-2-3-4-5 ALMOST NEVER 282 HO THE LECTURES?
AS THE INSTRUCTOR'S USE OF BLACKBOARD AN LPFUL 5-4-3 SING, 283 W D VERY HE -2-1 CONFU OTHER MATERIALS (HANDOUTS, ETC.) EFFECTIVE? INADEQUATE 284 TH CLASSROOM PRESENTATIONS.
E INSTRUCTOR FOLLOWED AN OUTLINE DURING ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER
SUMMARIZED MATERIAL PRESENTED ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 285 THE INSTRUCTOR IN EACH CLASS.
E INSTRUCTOR'S PRESENTATION OF ABSTRACT VERY CLEAR 5-4-3-2-1 VERY UNCLEAR 286 TH IDEAS, CONCEPTS, AND THEORIES WAS:
E CLASSR OM PROBLEMS WERE CLEARLY STRON 287 TH O GLY 5-4-3-2-1 STRONGLY PRESENTED. AGREE DISAGREE
W DIFFICULT WAS IT TO COPY WHAT THE VERY DIFFICULT 1-2-3-4-5 VERY EASY 288 HO INSTRUCTOR PUT ON THE BOARD?
289 THE INSTRUCTOR GENERALLY TALKED: TOO FAST 1-3-5-3-1 TOO SLOW
AS THE INSTRUCTOR ABLE TO EXPLAIN DIFFICULT ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 290 W MATERIAL TO YOUR SATISFACTION?
E INSTRUCTOR GAVE EXPLANATIONS/EXAMPLES STRON 291 TH GLY 5-4-3-2-1 STRONGLY THAT WERE CLEARLY TO THE POINT. AGREE DISAGREE
E MAIN POIN S OF LECTURES WERE CLEARLY ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 292 TH T UNDERSTOOD.
E INSTRUCTOR EXPLAINED NEW IDEAS BY OFTEN 5-4-3-2-1 SELDOM 293 TH RELATING THEM TO FAMILIAR CONCEPTS.
E INSTRUCTOR BROKE DOWN COMPLEX TOPICS FOR OFTEN 5-4-3-2-1 SELDOM 294 TH EASIER EXPLANATION.
E INSTRUCTOR WAS ABLE TO ANSWER QUESTIONS ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 295 TH CLEARLY AND CONCISELY.
E INSTRUCTOR EXPLAINED THE UNDERLY NG ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 296 TH I RATIONALE FOR PARTICULAR TECHNIQUES.
W MUCH DETAIL DID THE INSTRUCTOR PROVIDE IN TOO MUCH 1-3-5-3-1 TOO LITTLE 297 HO HIS/HER EXPLANATIONS?
298 HOW OFTEN DID THE INSTRUCTOR REVIEW MATERIAL? TOO MUCH 1-3-5-3-1 NOT ENOUGH
E INSTRUCTOR DID NOT SYNTHESIZE, INTEGRATE, STRON 299 TH GLY 1-2-3-4-5 STRONGLY OR SUMMARIZE EFFECTIVELY. AGREE DISAGREE
E INSTRUCTOR SPOKE IN A MONOTONE, RARELY ALMOST ALWAYS 1-2-3-4-5 ALMOST NEVER 300 TH SHOWING EXPRESSION IN VOICE.
4. Personality
# Item Left Anchor Right Anchor 305 THE INSTRUCTOR LOOKED AT THE CLASS WHILE ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER SPEAKING.
306 DID THE INSTRUCTOR ARRIVE ON TIME? YES, ALWAYS 5-4-3-2-1 NO, SELDOM
W OFTEN DID THE INSTRUCTOR'S PERSONALITY ALMOST ALWAYS 1-2-3-4-5 ALMOST NEVER 307 HO INTERFERE WITH INSTRUCTION?
15
W MUCH SELF-CONFIDENCE DID THE INSTRUCTOR A GREAT DEAL 5-4-3-2-1 VERY LITTLE 308 HO DISPLAY?
INSTRUCTOR WAS DEMANDING OF STUDENTS. STRON 309 THE GLY 5-4-3-2-1 STRONGLY AGREE DISAGREE
E INSTRUCTOR TALKS TOO MUCH ABOUT STRON 310 TH GLY 1-2-3-4-5 STRONGLY HIMSELF/HERSELF. AGREE DISAGREE
INSTRUCTOR HAD HIGH ACADEMIC STANDARDS. STRON 311 THE GLY 5-4-3-2-1 STRONGLY AGREE DISAGREE
AS THE INSTRUCTOR'S VOICE PLEASANT OR VERY 312 W 5-4-3-2-1 VERY IRRITATING TO LISTEN TO? PLEASANT IRRITATING
E INSTRUCTOR'S LACK OF FACILITY WITH ENGLISH STRON 313 TH GLY 1-2-3-4-5 STRONGLY HINDERED COMMUNICATION OF IDEAS. AGREE DISAGREE
INSTRUCTOR WAS OPEN-MINDED. STRON 315 THE GLY 5-4-3-2-1 STRONGLY AGREE DISAGREE
E INSTRUCTOR EXHIBITED PROF SSIONAL DIGNITY ALMOST 5-4-3-2-1 ALMOST NEVER 317 TH E AND BEARING IN THE CLASSROOM. ALWAYS
E INSTRUCTOR MISSED CLASS O TEN DUE TO YES, QUITE 1-2-3-4-5 NO, NEVER 318 TH F NON-TEACHING RESPONSIBILITIES. OFTEN
B. Stimulation of Thinking
General # Item Left Anchor Right Anchor E IN TRUCTOR MOTIVATED ME TO DO MY BEST ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 325 TH S WORK.
E INSTRUCTOR STIMULATED MY INTELLECTUAL ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 326 TH CURIOSITY.
E INSTRUCTOR GAVE ADVICE ON HOW TO STUDY YES, OFTEN 5-4-3-2-1 NO, NEVER 327 TH FOR THE COURSE.
Specific # Item Left Anchor Right Anchor 28 DID THE INSTRUCTOR RAISE CHALLENGING QUESTIONS YES, OFTEN 5-4-3-2-1 NO, SELDOM 3 IN CLASS?
ESTIONS PRESENTED TO THE CLASS TO GENERATE TOO SPECIFIC 1-3-5-3-1 TOO VAGUE 329 QU DISCUSSION WERE GENERALLY:
E INSTRUCT R INITIATED FRUITFUL AND RELEVANT ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 330 TH O DISCUSSIONS.
331 THE INSTRUCTOR ASKED OPEN-ENDED QUESTIONS. ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER
E INSTRUCTOR ENCOURAGED DEVEL PMENT OF STRON 332 TH O GLY 5-4-3-2-1 STRONGLY NEW VIEWPOINTS AND APPRECIATIONS. AGREE DISAGREE
E INSTRUCTOR WAS RECEPTIVE TO DIFFERING YES, Q 333 TH UITE 5-4-3-2-1 NO, DIDN'T WANT VIEWPOINTS OR OPINIONS. OPEN THEM
E INSTRUCTOR ENCOURAGED ME TO EXPRESS MY ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 334 TH OPINION OR EXPERIENCE.
D THE INSTRUCTOR ENCOURAGE YOU TO DEVELOP DEFINITELY 5-4-3-2-1 DEFINITELY NO 335 DI YOUR IDEAS AND APPROACHES TO PROBLEMS? YES
TOR ENCOURAGED ME TO THINK FOR STRON 337 THE INSTRUC GLY 5-4-3-2-1 STRONGLY MYSELF. AGREE DISAGREE
COURSE ENHANCED MY CREATIVE ABILITIES. TO A GREAT 5-4-3-2-1 NOT AT ALL 338 THIS EXTENT
16
E INSTRUCTOR POINTED OUT WHAT WAS ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 339 TH IMPORTANT TO LEARN IN EACH CLASS SESSION.
D THE INSTRUCTOR SUGGE T SPECIFIC WAYS YES, T 340 DI S 5-4-3-2-1 NO, ALMOS STUDENTS COULD IMPROVE? FREQUENTLY NEVER
341 DURING PRESENTATIONS, DID THE INSTRUCTOR ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER CHECK ON STUDENTS' UNDERSTANDING? W MUCH UNGRADED FEEDBACK (QUESTION PERIODS, MUCH MORE 1-3-5-3-1 MUCH LESS 342 HO SHORT QUIZZES) SHOULD HAVE BEEN GIVEN?
E INSTRUCTOR EMPHASIZED LEARNING RATHER ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 343 TH THAN TESTS OR GRADES.
C. Warmth and Concern for Students
General # Item Left Anchor Right Anchor E INS RUCTOR WAS SENSITIVE TO STUDENT ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 350 TH T NEEDS.
351 HOW PATIENT WAS THE INSTRUCTOR IN WORKING VERY PATIENT 5-4-3-2-1 RATHER WITH YOU? IMPATIENT
352 DID THE INSTRUCTOR TREAT YOU WITH RESPECT? YES, ALWAYS 5-4-3-2-1 NO, SELDOM
HAT WAS THE INSTRUCTOR'S ATT HOW DID FAIR AND 353 W ITUDE; 5-4-3-2-1 UNFAIR, THE INSTRUCTOR DEAL WITH YOU? IMPARTIAL DISDAINFUL
E INSTRUCTOR LISTENED AT ENTIVELY TO WHAT ALWAYS 5-4-3-2-1 SELDOM 354 TH T CLASS MEMBERS HAD TO SAY. E INSTRUCTOR WAS SKILLFUL IN OBSERVING ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 355 TH STUDENT REACTIONS.
356 THE INSTRUCTOR WAS FAIR TO STUDENTS. OFTEN 5-4-3-2-1 SELDOM
357 THE INSTRUCTOR SEEMED: LENIENT 1-3-5-3-1 STRICT
Specific # Item Left Anchor Right Anchor E INSTRUCTOR COULD SENSE WHEN AN IDEA HAD STRON 358 TH GLY 5-4-3-2-1 STRONGLY NOT BEEN CLEAR TO ME. AGREE DISAGREE
OW OFTEN DID THE INSTRU TOR UNDERSTAND YOUR ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 359 H C COMMENTS OR QUESTIONS?
AS THE INSTRUCTOR WILLING TO SPEND EXTRA TIME VERY WILLING 5-4-3-2-1 VERY UNWILLING 360 W WITH YOU?
OW ACCESSIBLE WAS THE INSTRUCTOR FOR AVAILABLE 361 H 5-4-3-2-1 NEVER STUDENT CONFERENCES ABOUT THE COURSE? REGULARLY AVAILABLE
E INSTRUCTOR SEEMED TO SENSE WHEN STRON 362 TH GLY 5-4-3-2-1 STRONGLY STUDENTS DID NOT UNDERSTAND. AGREE DISAGREE
E INSTRUCTOR CORRECTED STUDENT ALMOST ALWAYS 1-2-3-4-5 ALMOST NEVER 363 TH STATEMENTS WITHOUT FURTHER DISCUSSION.
ISCUSSION OF STUDENT ERRONEOUS STATEMENTS ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 364 D WAS ENCOURAGED TO CORRECT THEM.
E INSTRUCTOR RECOGNIZED STUDENTS' ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 365 TH DIFFICULTIES IN UNDERSTANDING NEW MATERIAL.
E INSTRUCTOR THOR ALMOST NEVER 366 TH OUGHLY ANSWERED ALMOST ALWAYS 5-4-3-2-1 STUDENTS' QUESTIONS. OW OFTEN DID THE INSTRUCTOR GIVE UP ON VERY OFTEN 1-2-3-4-5 SELDOM 367 H STUDENTS WHEN THEY DIDN'T UNDERSTAND?
17
68 HOW OFTEN DID THE INSTRUCTOR SUBTLY DECLINE TO VERY OFTEN 1-2-3-4-5 SELDOM 3 HELP YOU ON YOUR PROBLEMS?
369 THE INSTRUCTOR PRAISED STUDENT BEHAVIOR. ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER
E INSTRUCTOR PRA 370 TH ISED ME WHEN I HAD DONE YES, ALWAYS 5-4-3-2-1 NO, ALMOST PARTICULARLY WELL. NEVER
ALUATIONS OF MY WOR WERE MADE IN A ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 371 EV K CONSTRUCTIVE MANNER.
ERE THE INSTRUCTOR'S CRIT 372 W ICISMS AND COMMENTS VERY HELPFUL 5-4-3-2-1 NOT HELPFUL AT ABOUT YOUR WORK HELPFUL? ALL
E INSTRUCTOR ACCEPTED CRITICISM AND VERY WELL 5-4-3-2-1 RATHER POORLY 373 TH SUGGESTIONS:
E INSTRUCTOR MADE ME AFRAID TO MAKE STRON 374 TH GLY 1-2-3-4-5 STRONGLY MISTAKES. AGREE DISAGREE
75 HOW MUCH CONFIDENCE DID THE INSTRUCTOR HAVE A GREAT DEAL 5-4-3-2-1 VERY LITTLE 3 IN YOU AS A STUDENT?
E INSTRUCTOR RECOGNIZED STUDENTS' PROBLEMS ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 376 TH IN PERFORMING DIFFICULT MATERIAL.
THE INSTRUCTOR INTIMIDATE THE STUDENTS? YES, 1-2-3-4-5 NO, NEVER 377 DID FREQUENTLY
THE INSTRUCTOR CYNICAL AND SARCASTIC? Y CYNICAL 1-2-3 T AT ALL 378 WAS VER -4-5 NO CYNICAL
E INSTRUCTOR WAS CONDESCENDING TOWARD STRON 379 TH GLY 1-2-3-4-5 STRONGLY STUDENTS. AGREE DISAGREE
E INSTRUCTOR VARIED THE TEMPO OF THE CLASS ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 380 TH TO SUIT CONTENT AND STUDENTS' NEEDS.
TERMS OF DIRECTION AND STRUCTURE OF THE FLEXIBLE 5-4-3-2-1 RIGID 381 IN COURSE, THE INSTRUCTOR WAS:
AS A GOOD BALANCE OF STUDENT PARTICIPATION ALWAYS 5-4-3-2-1 NEVER 382 W AND INSTRUCTOR CONTRIBUTION ACHIEVED?
E INSTRUCTOR ASKED STUDENTS TO HELP IN ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 383 TH EVALUATING THEIR ACHIEVEMENT.
IV. Instructional Environment A. Social Climate
1. Instructor-Student Interaction
General # Item Left Anchor Right Anchor ERE WAS A POSITIVE INTERACTION BETWEEN ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 390 TH STUDENTS AND INSTRUCTOR.
ATMOSPHERE IN THE CLASSROOM SEEMED: RELAXED 391 THE AND 5-4-3-2-1 TENSE AND FRIENDLY UNFRIENDLY
E INSTRUCTOR PROMOTED AN ATMOSPHERE STRON 392 TH GLY 5-4-3-2-1 STRONGLY CONDUCIVE TO WORK AND LEARNING. AGREE DISAGREE
ESCRIBE YOUR INSTRUCTOR'S ATTITUDE TOWARD FRIENDLY 5-4-3-2-1 UNFRIENDLY 393 D STUDENTS.
Specific
# Item Left Anchor Right Anchor OW OFTEN DID THE INSTRUCTOR ALLOW TOO OFTEN 1-3-5-3-1 NOT ENOUGH 394 H INTERACTION AMONG STUDENTS?
18
STRUCTOR MAINTAINED PROFESSIONAL STANDARDS STRON 395 IN GLY 5-4-3-2-1 STRONGLY IN CREATING RAPPORT WITH STUDENTS. AGREE DISAGREE
OW OFTEN DID THE INSTRUCTOR DISPLAY OFTEN 1-2-3-4-5 SELDOM 396 H FAVORITISM TOWARD CERTAIN STUDENTS?
OW OFTEN DID THE INSTRUCTOR ENCOURAGE CLASS VERY OFTEN 5-4-3-2-1 SELDOM 397 H MEMBERS TO WORK AS A TEAM?
E INSTRUCTOR ATTEMPTED TO INVOLVE ALL STRON 398 TH GLY 5-4-3-2-1 STRONGLY STUDENTS IN CLASSROOM ACTIVITIES. AGREE DISAGREE
399 STUDENTS TALKED MORE THAN INSTRUCTOR. ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER
UDENTS WERE FREE TO INTERRUPT STRON 401 ST GLY 5-4-3-2-1 STRONGLY PRESENTATIONS IF POINTS NEEDED CLARIFICATION. AGREE DISAGREE
E INSTRUCTOR ASKED STUDENTS TO HELP ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 402 TH DETERMINE CONTENT OF DISCUSSION.
E INSTRUCTOR ASKED STUDENTS TO HELP ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 403 TH DETERMINE OBJECTIVES OF DISCUSSION.
IRECTION OF DISCUSSION WAS CONTROLLED BY THE ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 404 D INSTRUCTOR.
UDENTS FAILED TO LAUGH, JOKE, SMILE, OR SHOW ALMOST ALWAYS 1-2-3-4-5 ALMOST NEVER 406 ST OTHER SIGNS OF HUMOR.
E T.A. EFFECTIVELY ANSWERED IN-CLASS ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 419 TH QUESTIONS ON THE COURSE MATERIAL.
555 HOW ACCESSIBLE WAS THE TEACHING ASSISTANT AVAILABLE 5-4-3-2-1 NEVER FOR STUDENT CONFERENCES ABOUT THE COURSE? REGULARLY AVAILABLE
2. Student-Student Interaction
General
# Item Left Anchor Right Anchor FRIENDLY WERE THE STUDENTS IN THIS CLASS? Y FRIENDLY 5-4-3 THER 410 HOW VER -2-1 RA UNFRIENDLY
E TYPE OF INTERACTION AMONG EMBERS IN THE COMMUNITY 5-4-3-2-1 ISOLATION 411 TH M DISCUSSION GROUPS WAS ONE OF: SPIRIT
Specific
OW MUCH DID OTHER STUDENTS INFLUENCE YOUR A GREAT DEAL 5-4-3-2-1 NOT AT ALL 412 H INTEREST IN THE COURSE?
UDENTS VOLUNTEERED KNOWLEDGE, OPINIONS, OR ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 413 ST PERSONAL EXPERIENCE IN CLASS.
UDENTS DEBATED WITH ONE ANOTHER OR VERY OFTEN 5-4-3-2-1 SELDOM 414 ST INSTRUCTOR IN A NON-THREATENING ATMOSPHERE.
415 DID YOU DEVELOP NEW FRIENDSHIPS IN THIS CLASS? YES, MANY 5-4-3-2-1 NO, NONE
OW OFTEN WAS CLASS OR GROUP DISCUSSION ALMOST ALWAYS 1-2-3-4-5 ALMOST NEVER 416 H MONOPOLIZED BY ONLY ONE OR A FEW STUDENTS?
ECAME IRRITATED WITH THE SAME STUDENTS VERY OFTEN 1-2-3-4-5 ALMOST NEVER 417 I B MONOPOLIZING CLASS DISCUSSION.
3. Active Learning
# Item Left Anchor Right Anchor 59 SMALL GROUP ACTIVITIES HELPED ME LEARN MORE STRONGLY 5-4-3-2-1 STRONGLY THAN I WOULD HAVE BY MYSELF. AGREE DISAGREE
85 IN-CLASS LEARNING ACTIVITIES STIMULATED CRITICAL STRONGLY 5-4-3-2-1 STRONGLY THINKING ABOUT COURSE MATERIAL. AGREE DISAGREE
19
153 HOW EFFECTIVE WERE SMALL GROUP EXERCISES FOR VERY 5-4-3-2-1 NOT AT ALL IMPROVING UNDERSTANDING OF MATERIAL? EFFECTIVE EFFECTIVE
154 THE ‘ONE MINUTE’ PAPERS IMPROVED MY UNDER- ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER STANDING OF DIFFICULT MATERIAL.
155 THE IN-CLASS ACTIVITIES KEPT ME INTERESTED IN THE STRONGLY 5-4-3-2-1 STRONGLY COURSE CONTENT. AGREE DISAGREE
158 THE GROUP PROJECTS TAUGHT ME VALUABLE SKILLS STRONGLY 5-4-3-2-1 STRONGLY BEYOND JUST LEARNING COURSE CONTENT. AGREE DISAGREE
210 MY SMALL GROUP NEEDED MORE INSTRUCTOR STRONGLY 5-4-3-2-1 STRONGLY GUIDANCE TO WORK EFFECTIVELY. AGREE DISAGREE
319 IT WAS WORTHWHILE TO SPEND CLASS TIME WORKING STRONGLY 5-4-3-2-1 STRONGLY IN SMALL GROUPS. AGREE DISAGREE
214 I HAVE LEARNED HOW TO WORK BETTER IN GROUPS AS STRONGLY 5-4-3-2-1 STRONGLY A RESULT OF THIS COURSE. AGREE DISAGREE
234 THE ROLE-PLAY SITUATIONS HELPED ME UNDERSTAND STRONGLY 5-4-3-2-1 STRONGLY COURSE CONCEPTS. AGREE DISAGREE
254 THE SIMULATIONS WERE USEFUL AIDS TO UNDER- STRONGLY 5-4-3-2-1 STRONGLY STANDING THE MATERIAL. AGREE DISAGREE 269 THE DEMONSTRATIONS USED IN CLASS WERE VALUABLE STRONGLY 5-4-3-2-1 STRONGLY LEARNING TOOLS. AGREE DISAGREE
270 CASE STUDIES INCREASED MY UNDERSTANDING OF STRONGLY 5-4-3-2-1 STRONGLY COURSE MATERIAL. AGREE DISAGREE
272 THE SHORT IN-CLASS WRITING ASSIGNMENTS HELPED STRONGLY 5-4-3-2-1 STRONGLY ME UNDERSTAND COURSE CONCEPTS. AGREE DISAGREE
274 THE PURPOSE OF THE IN-CLASS ACTIVITIES WAS VERY WELL 5-4-3-2-1 NOT WELL EXPLAINED:
314 WOULD YOU LIKE TO SEE MORE OR LESS SMALL GROUP MUCH MORE 1-3-5-3-1 MUCH LESS WORK IN CLASS?
316 WAS THE GRADING OF THE GROUP ASSIGNMENTS FAIR? VERY FAIR 5-4-3-2-1 VERY UNFAIR
B. Physical Setting
General # Item Left Anchor Right Anchor SSROOM FACILITIES WERE: VERY 5-4-3-2-1 VERY POOR 425 CLA ADEQUATE
Specific # Item Left Anchor Right Anchor 426 THE NUMBER OF STUDENTS IN CLASS WAS: TOO LARGE 1-3-5-3-1 TOO SMALL
427 THE CLASSROOM WAS: TOO SMALL 1-3-5-3-1 TOO LARGE
T OF INSTRUCTIONAL SUPPLIES WAS: HIGH 1-2-3 ITE 428 COS TOO -4-5 QU REASONABLE
SPACE PROVIDED A SUITABLE STRON 429 THE CLASSROOM GLY 5-4-3-2-1 STRONGLY ENVIRONMENT. AGREE DISAGREE
OW ADEQUATE WAS THE LIGHTING OF THE VERY 5-4-3-2-1 VERY 430 H CLASSROOM? ADEQUATE INADEQUATE
431 TO WHAT EXTENT DID THE EQUIPMENT DETRACT FROM A GREAT 1-2-3-4-5 NOT AT ALL THE QUALITY OF YOUR WORK? EXTENT
20
V. Student Preferences for Instruction/Learning Style General # Item Left Anchor Right Anchor VALUABLE DO YOU CONSIDER THIS COURSE? EXTREMELY 5-4-3-2-1 NOT VALUABLE 440 HOW VALUABLE
E A TRADITIONAL COURSE FORMAT WITH LECTURE. STRON 441 I LIK GLY 5-4-3-2-1 STRONGLY AGREE DISAGREE
IKE STUDE T-CENTERED CLASSES WITH LOTS OF STRON 442 I L N GLY 5-4-3-2-1 STRONGLY DISCUSSION. AGREE DISAGREE
URSES WITH FLEXIBLE STRON 443 I LIKE SELF-PACED CO GLY 5-4-3-2-1 STRONGLY SCHEDULING. AGREE DISAGREE
Specific # Item Left Anchor Right Anchor REPARE ASSIGNED LESSONS BEFORE COMING TO ALWAYS 5-4-3-2-1 NEVER 444 I P CLASS. EARN MORE FROM READINGS THAN FROM LECTURES STRON 446 I L GLY 5-4-3-2-1 STRONGLY AND CLASS DISCUSSIONS. AGREE DISAGREE
-ORGANIZED LECTURES TO CLASS STRON 447 I PREFER WELL GLY 5-4-3-2-1 STRONGLY DISCUSSIONS. AGREE DISAGREE
LASS DISCUSSIONS TEND TO BE MORE STIMULATING STRON 448 C GLY 5-4-3-2-1 STRONGLY THAN LECTURES. AGREE DISAGREE
451 I ACTIVELY PARTICIPATE IN CLASS ACTIVITIES. YES, OFTEN 5-4-3-2-1 NO, SELDOM
OW MUCH NON-RE UIRED READING DO YOU DO FOR A ALL 452 H Q 5-4-3-2-1 GENERALLY COURSE LIKE THIS? SUGGESTED NONE
REFER TO HAVE STUDENTS TALK MORE THAN THE STRON 453 I P GLY 5-4-3-2-1 STRONGLY INSTRUCTOR IN THIS TYPE OF CLASS. AGREE DISAGREE
UDENT PARTICIPATION IS A NECESSARY STRON 454 ST GLY 5-4-3-2-1 STRONGLY COMPONENT FOR THIS COURSE. AGREE DISAGREE
OW MUCH FREEDOM DO YOU PREFER IN ASSIGNED A GREAT DEAL 5-4-3-2-1 VERY LITTLE 455 H TOPICS FOR PAPERS/REPORTS.
456 WHAT TYPE OF INSTRUCTION SUITS YOU BEST? STRUCTURED 1-3-5-3-1 UNSTRUCTURED
REFER THE INSTRUCTOR TO USE A VARIE Y OF STRON 457 I P T GLY 5-4-3-2-1 STRONGLY TEACHING METHODS VS. A SINGLE METHOD. AGREE DISAGREE
MAJOR FACET OF THIS COURSE SHOULD BE THE STRON 458 A GLY 5-4-3-2-1 STRONGLY DEVELOPMENT OF ORIGINAL IDEAS. AGREE DISAGREE
59 I EXPECT TO BE ABLE TO WORK O REAL PROBLEMS IN TO A GREAT 5-4-3-2-1 NOT AT ALL 4 N THE FIELD DURING THIS COURSE. EXTENT
HOSE THIS COURSE FOR EDUCATIONAL REASONS STRON 460 I C GLY 5-4-3-2-1 STRONGLY (INTERESTS, GOALS, CURIOSITY). AGREE DISAGREE
HOSE THIS COURSE FOR NON-EDUCATIONAL STRON 461 I C GLY 5-4-3-2-1 STRONGLY REASONS (CONVENIENT TIME, PLACE, ETC.). AGREE DISAGREE
R THIS COURSE RATE THE IMPORTANCE OF VERY 5-4-3-2-1 NOT IMPORTANT 462 FO INSTRUCTOR KNOWLEDGE OF SUBJECT. IMPORTANT
R THIS COURSE RATE THE IMPORTANCE OF VERY 5-4-3-2-1 NOT IMPORTANT 463 FO ORGANIZED PRESENTATIONS. IMPORTANT
R THIS COURSE RATE TH IMPORTANCE OF VERY 5-4-3-2-1 NOT IMPORTANT 464 FO E STIMULATION OF THINKING. IMPORTANT
R THIS COURSE RATE THE IMPORTANCE OF VERY 5-4-3-2-1 NOT IMPORTANT 465 FO INSTRUCTOR ACCESSIBILITY OUTSIDE OF CLASS. IMPORTANT
21
R THIS COURSE RATE THE IMPORTANCE OF VERY 5-4-3-2-1 NOT IMPORTANT 466 FO EFFECTIVE COMMUNICATION BY INSTRUCTOR. IMPORTANT
R THIS COURSE RATE THE IMPORTANCE OF VERY 5-4-3-2-1 NOT IMPORTANT 467 FO STUDENT CLASS PARTICIPATION. IMPORTANT
R THIS COURSE RATE THE IMPORTANCE OF EARLY VERY 5-4-3-2-1 NOT IMPORTANT 468 FO FEEDBACK ON COURSE PROGRESS. IMPORTANT
R THIS COURSE RATE THE IMPORTANCE OF THE VERY 5-4-3-2-1 NOT IMPORTANT 469 FO NECESSITY FOR AN “A”. IMPORTANT
R THIS COURSE RATE THE IMPORTANCE OF GAINING VERY 5-4-3-2-1 NOT IMPORTANT 470 FO GENERAL KNOWLEDGE OF SUBJECT. IMPORTANT
R THIS COURSE RATE TH IMPORTANCE OF GAINING VERY 5-4-3-2-1 NOT IMPORTANT 471 FO E FIRST HAND APPLICATIONS. IMPORTANT
472 FO ENJOYABLE CLASS SESSIONS. IMPORTANT
R THIS COURSE RATE THE IMPORTANCE OF VERY 5-4-3-2-1 NOT IMPORTANT
R THIS COURSE RATE THE IMPORTANCE OF DOING VERY 5-4-3-2-1 NOT IMPORTANT 473 FO INDEPENDENT RESEARCH. IMPORTANT
VI. Specific Instructional Settings A. Laboratory
# Item Left Anchor Right Anchor ERE LAB ASS GNMENTS INTERESTING AND YES, VERY 480 W I 5-4-3-2-1 NO, QUITE STIMULATING? INTERESTING BORING
ERE LAB IMPORTANT TO LEARNING IN THIS YES, VERY 481 W S 5-4-3-2-1 NO, VERY COURSE? IMPORTANT UNIMPORTANT
LAB ASSIGNMENTS SEEM CAREFULLY CHOSEN? YES, VERY 482 DID 5-4-3-2-1 NO, CHOSEN CAREFULLY CARELESSLY
ID LAB ASSIGNMENTS REQUIRE A REASONABLE NO, TOO 1-3-5-3-1 NO, TOO SIMPLE 483 D AMOUNT OF TIME AND EFFORT? DEMANDING
484 THE LENGTH OF THE LAB SESSIONS WERE: TOO LONG 1-3-5-3-1 TOO SHORT
AD ADEQUATE TIME TO COMPLETE THE LAB YES, ALWAYS 5-4-3-2-1 NO, SELDOM 485 I H EXERCISES.
486 LAB EXPERIMENTS WERE: TOO DIFFICULT 1-3-5-3-1 TOO EASY
E LAB WAS T O ADVANCED AND SPECIALIZED FOR STRON 487 TH O GLY 1-2-3-4-5 STRONGLY MY PURPOSES. AGREE DISAGREE
E LABS COORDINATED WITH CLASS WORK? , ALWAYS 5-4-3 . ALMOST 488 WER YES -2-1 NO NEVER
ID THE INSTRUCTOR RELATE LAB EXERCISES TO YES, OFTEN 5-4-3-2-1 NO, SELDOM 489 D INFORMATION FROM READINGS AND LECTURES?
AS THE INSTRUCTOR PREPARED FOR LABORATORY WELL 490 W 5-4-3-2-1 POORLY LECTURES AND PRE-LAB DISCUSSIONS? PREPARED ORGANIZED
AS THE TA WELL PREPAR 491 W ED TO ANSWER YES, ALWAYS 5-4-3-2-1 NO, ALMOST QUESTIONS ABOUT LABS? NEVER
492 DID TA ARRIVE IN TIME TO GET LAB STARTED ON YES, ALWAYS 5-4-3-2-1 NO, ALMOST SCHEDULE? NEVER
ERE YOU PROVIDED ADEQUATE INSTRUCTIONS FOR YES, ALWAYS 5-4-3-2-1 NO, SELDOM 493 W PROCEEDING WITH LAB EXERCISES?
ESCRIBE LABORATORY TEXTBOOK OR MANUAL EXCELLENT 5-4-3-2-1 VERY POOR 494 D ASSIGNED FOR THIS COURSE.
OW SUITABLE WAS THE PACE OF THE LAB (NUMBER TOO SLOW, O 495 H 1-3-5-3-1 TOO FAST, TO OF EXPERIMENTS, TIME FOR EACH)? TOO LITTLE MUCH
22
EQUIPMENT WAS OFTEN INOPERABLE. STRON 497 LAB GLY 1-2-3-4-5 STRONGLY AGREE DISAGREE
ID THE LABORATORY REPORTS ASSIST YOU TO FREQUENTLY 5-4-3-2-1 RARELY 498 D LEARN ABOUT THEORY & EXPERIMENTAL METHODS?
OULD HAVE PREFERRED TO WORK INDIVIDUALLY IN STRON 499 I W GLY 1-2-3-4-5 STRONGLY THE LAB THAN WITH A PARTNER. AGREE DISAGREE
B. Studio Art
1. Organizational Structure # Item Left Anchor Right Anchor O MUCH EMPHASIS WAS PLACED ON DEVELOPING STRON 510 TO GLY 1-2-3-4-5 STRONGLY ONLY TECHNICAL SKILLS. AGREE DISAGREE
ERE YOU EXPOSED TO A VARIETY OF TECHNIQUES YES, A GREAT 5-4-3-2-1 NO, VERY LITTLE 511 W AND/OR PROCESSES? DEAL
512 TH GLY 1-2-3-4-5 STRONGLY PARTICULAR STYLE OR METHOD. AGREE DISAGREE
E INSTRUCTOR PLACED TOO MUCH EMPHASIS ON A STRON
E INSTRUCTOR PRESENTED TOO MUCH TECHNICAL STRON 513 TH GLY 1-2-3-4-5 STRONGLY INFORMATION. AGREE DISAGREE
E INSTRUCTOR PROVIDED A DIVERSIT OF STRON 514 TH Y GLY 5-4-3-2-1 STRONGLY MATERIAL, TECHNIQUES, AND CONTENT. AGREE DISAGREE
E PROJECTS WERE EXTREME Y VALUABLE IN STRON 515 TH L GLY 5-4-3-2-1 STRONGLY UNDERSTANDING THE COURSE. AGREE DISAGREE
OULD THERE BE MORE/FEWER PROJECTS IN THIS MUCH MORE 1-3-5-3-1 FEWER 516 SH COURSE? 517 WAS THE COURSE ORGANIZED? YES, VERY MUCH 5-4-3-2-1 NO, VERY LITTLE
2. Course Demands # Item Left Anchor Right Anchor OW MUCH PRESSURE WAS THERE TO GET THINGS A GREAT DEAL 5-4-3-2-1 VERY LITTLE 518 H DONE ON TIME?
19 THE PROJECTS WERE APPROPRIATE TO THE LEVEL OF STRON 5 GLY 5-4-3-2-1 STRONGLY THE COURSE. AGREE DISAGREE
E INSTRUCTO REQUIRED TOO MUCH WORK TO BE STRON 520 TH R GLY 1-2-3-4-5 STRONGLY DONE IN CLASS. AGREE DISAGREE
OW DEMANDING WAS TH INSTRUCTOR IN TERMS OF VERY 1-3-5-3-1 VERY LENIENT 521 H E COURSE REQUIREMENTS? DEMANDING
3. Examples/Demonstrations # Item Left Anchor Right Anchor E INSTRUCTOR'S EXAMPL S/DEMONSTRATIONS STRON 522 TH E GLY 5-4-3-2-1 STRONGLY WERE CLEAR AND CONCISE. AGREE DISAGREE
4. Explanations/Presentations
# Item Left Anchor Right Anchor CH CONCEP WAS EXPLAINED AND DISCUSSED STRON 523 EA T GLY 5-4-3-2-1 STRONGLY THOROUGHLY. AGREE DISAGREE
STRUCTOR EXPLAINED EACH STEP CAREFUL Y ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 524 IN L WHEN DISCUSSING PROCESSES/TECHNIQUES.
E INSTRUCTOR SPENT TOO MUCH TIME EXPLAINING STRON 525 TH GLY 1-2-3-4-5 STRONGLY EACH PROJECT. AGREE DISAGREE
STRUCTOR DID NOT PLACE ENOUGH EMPHASIS ON STRON 526 IN GLY 1-2-3-4-5 STRONGLY THE IMPORTANCE OF DEVELOPING SKILLS. AGREE DISAGREE
23
27 INSTRUCTOR EXPLAINED THE NDERLYING RATIONALE ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER 5 U FOR TECHNIQUES OR STYLES.
OW HELPFUL WERE THE INSTRUCTOR’S VERY HELPFUL 5-4-3-2-1 NOT AT ALL 528 H EXAMPLES/EXPERIENCES. HELPFUL
5. Criticisms # Item Left Anchor Right Anchor E INSTRUCTOR LACKED OBJECTIVITY IN STRON 529 TH GLY 1-2-3-4-5 STRONGLY EVALUATING STUDENTS' WORK. AGREE DISAGREE
E INSTRUCTOR'S CRITIQUES PROVIDED A BASE FOR STRON 530 TH GLY 5-4-3-2-1 STRONGLY FURTHER LEARNING. AGREE DISAGREE
STRUCTOR SHOULD PROVIDE MORE/FEWER MUCH MORE 1-3-5-3-1 FEWER 531 IN INDIVIDUAL CRITIQUES OF STUDENTS' WORK.
AS THE INSTRUCTOR ABLE TO SEPARATE YOUR DEFINITELY 5-4-3-2-1 DEFINITELY NO 532 W WORK FROM YOU AS A PERSON? YES
6. Student-Instructor Relations # Item Left Anchor Right Anchor STRUCTOR WAS REAL Y CONCERNED ABOUT STRON 533 IN L GLY 5-4-3-2-1 STRONGLY STUDENTS' PROGRESS. AGREE DISAGREE
STRUCTOR TRIED TO PROVIDE A CREATIVE STRON 534 IN GLY 5-4-3-2-1 STRONGLY ATMOSPHERE IN CLASS. AGREE DISAGREE
STRUCTOR WAS SENSITIVE TO STUDENTS' STRON 535 IN GLY 5-4-3-2-1 STRONGLY RESPONSES WHEN GIVING CRITIQUES. AGREE DISAGREE
STRUCTOR REALIZED WHEN STUDENTS WERE STRON 536 IN GLY 5-4-3-2-1 STRONGLY EXPERIENCING DIFFICULTIES. AGREE DISAGREE
STRU TOR PROVIDED PERSONAL HELP ONLY WHEN STRON 537 IN C GLY 1-2-3-4-5 STRONGLY ASKED. AGREE DISAGREE
STRUCTOR SHOWED FAVORITISM TOWARD CERTAIN STRONGLY 1-2-3 RONGLY 538 IN -4-5 ST STUDENTS. AGREE DISAGREE
7. Instructor Characteristics # Item Left Anchor Right Anchor E INSTRUCTOR DEMONSTRATED HIS AUTHORITY AS STRON 540 TH GLY 5-4-3-2-1 STRONGLY AN ARTIST. AGREE DISAGREE
W OFTEN DID THE INSTRUCTOR'S PERSONALITY ALMOST ALWAYS 1-2-3-4-5 ALMOST NEVER 541 HO INTERFERE WITH CLASSROOM INSTRUCTION?
8. Outcomes # Item Left Anchor Right Anchor D THE COURSE AND INSTRUCTOR HELP YOU BETTER YES, A GREAT 5-4-3-2-1 NO, VERY LITTLE 542 DI UNDERSTAND YOUR PROFESSIONAL GOALS? DEAL
S THE INSTRUCTOR INCREASED YOUR ABILITY TO A GREAT DEAL 5-4-3-2-1 VERY LITTLE 543 HA ORGANIZE IDEAS VISUALLY?
E YOU DEVELOPED CONFIDENCE IN THE STUDIO? YES, VERY 5-4-3-2-1 NO, NOT AT ALL 544 HAV MUCH
E IN TRUCTOR HAD A STRONG INFLUENCE UPON MY YES, VER 545 TH S Y 5-4-3-2-1 NO, VERY WORK. POSITIVE NEGATIVE
E INSTRUCTOR WAS INSTRUMENTAL IN RAISING MY STRON 546 TH GLY 5-4-3-2-1 STRONGLY ARTISTIC VALUES. AGREE DISAGREE
47 INSTRUCTOR MADE ME THINK ABOUT DIFFERENT WAYS STRON 5 GLY 5-4-3-2-1 STRONGLY TO APPROACH PROJECTS. AGREE DISAGREE
24
W MUCH DO YOU FEEL YOU HAVE ACCOMPLISHED IN A GREAT DEAL 5-4-3-2-1 VERY LITTLE 548 HO THIS COURSE?
9. Facilities # Item Left Anchor Right Anchor W DIFFICULT WAS IT TO GET ACCESS TO VERY DIFFICULT 1-2-3-4-5 NOT DIFFICULT 549 HO EQUIPMENT?
C. Technology Utilization
# Item Left Anchor Right Anchor TE THE INSTRUCTOR'S USE OF INSTRUCTIONAL EXCELLENT 5-4-3-2-1 POOR 561 RA TECHNOLOGY IN THIS COURSE:
E USE OF TECHNOLOGY IN THE CLASSROOM AIDED A GREAT DEAL 5-4-3-2-1 NOT AT ALL 562 TH UNDERSTANDING OF DIFFICULT CONCEPTS:
563 OVERALL, TECHNOLOGY USAGE IN THE COURSE WAS TOO LITTLE 1-3-5-3-1 TOO MUCH
E QUALITY OF THE INSTRUCTIONAL TECHNOLOGY IN EXCELLENT 5-4-3-2-1 POOR 564 TH THE CLASSROOM WAS:
565 HOW WELL DID THE TECHNOLOGY FACILITATE INTERACTION 5-4-3-2-1 INTERACTION INTERACTION BETWEEN STUDENTS & INSTRUCTOR? WAS EASIER WAS HARDER
566 HOW WELL DID THE TECHNOLOGY FACILITATE INTERACTION 5-4-3-2-1 INTERACTION INTERACTION BETWEEN STUDENT AND PEERS? WAS EASIER WAS HARDER
567 THE TIMELINESS OF FEEDBACK TO STUDENTS FOR VERY TIMELY 5-4-3-2-1 NOT TIMELY WORK COMPLETED ONLINE WAS: AT ALL
568 HOW EASY WAS IT TO PARTICIPATE IN THE COURSE VERY EASY 5-4-3-2-1 VERY (UPLOAD WORK, ADD TO DISC., ETC)? DIFFICULT
569 I FELT MORE COMFORTABLE CONTRIBUTING TO THE MUCH MORE 5-4-3-2-1 MUCH LESS CLASS DUE TO THE TECHNOLOGY. COMFORTABLE COMFORTABLE
570 HOW EASY WAS IT TO ACCESS THE ONLINE COURSE VERY EASY 5-4-3-2-1 VERY CONTENT (LOGIN, NAVIGATE, ETC)? DIFFICULT
571 HOW ORGANIZED WERE THE ONLINE MATERIALS WELL 5-4-3-2-1 UNORGANIZED (SEQUENCE, FLOW, ETC)? ORGANIZED
572 THIS COURSE WOULD BE EQUALLY STRONG WITHOUT STRONGLY 5-4-3-2-1 STRONGLY THE TECHNOLOGY. AGREE DISAGREE
573 HOW USABLE WAS THE TECHNOLOGY FOR INDIVIDUALS VERY EASY 5-4-3-2-1 VERY WITH DISABILITIES? DIFFICULT
574 HOW WAS THE TRANSITION TIME BETWEEN SETUP & VERY 5-4-3-2-1 VERY USAGE OF ONE TECHNOLOGY TO ANOTHER? EFFECTIVE INEFFECTIVE
575 TECHNOLOGY SUPPORT LEVELS/QUALITY WERE: EXCELLENT 5-4-3-2-1 POOR
576 THE COMPUTER LAB FACILITIES FOR THIS CLASS WERE: EXCELLENT 5-4-3-2-1 POOR
D. Team Teaching
# Item Left Anchor Right Anchor 90 HOW EFFECTIVELY WAS TEAM TEACHING USED IN THIS VERY 5 5-4-3-2-1 VERY COURSE? EFFECTIVELY INEFFECTIVELY
AM TEACHERS COORDINATED THEIR INSTRUCTION ALWAYS 5-4-3-2-1 NEVER 591 TE VERY WELL.
E TEAM TEACHING APPROACH PROVIDED INSIGHTS STRON 592 TH GLY 5-4-3-2-1 STRONGLY A SINGLE INSTRUCTOR COULD NOT. AGREE DISAGREE
AM TEACHING MET MY EXPECTATIONS AND VERY WELL 5-4-3-2-1 NOT AT ALL 593 TE INTERESTS.
URSE MATERIAL WAS MORE EFFECTIVELY STRON 594 CO GLY 5-4-3-2-1 STRONGLY PRESENTED WITH THE TEAM TEACHING APPROACH. AGREE DISAGREE
25
AM TEAC ING WAS A VERY EFFECTIVE METHOD FOR STRON 595 TE H GLY 5-4-3-2-1 STRONGLY LEARNING. AGREE DISAGREE
596 ON M TEACHING IN THIS COURSE.
E INSTRUCTOR OVER-DO INATED THE TEAM ALMOST ALWAYS 1-2-3-4-5 ALMOST NEVER
E TEAM TEACHERS WERE COMPATIBLE IN THIS TO A GREAT 5-4-3-2-1 NOT AT ALL 597 TH COURSE. EXTENT
E. Clinical
# Item Left Anchor Right Anchor ERE YOU EXPOSED TO A VARIETY OF CLINICAL YES, A GREAT 5-4-3-2-1 NO, VERY LITTLE 600 W PROBLEMS? DEAL
E INSTRUCTOR'S CLINICAL DEMONSTRATIONS WERE STRON 601 TH GLY 5-4-3-2-1 STRONGLY CLEAR AND CONCISE. AGREE DISAGREE
NSIDERING CLIENT AVAILABILITY, THE CLINICAL STRON 602 CO GLY 5-4-3-2-1 STRONGLY EXPERIENCES WERE REALISTIC. AGREE DISAGREE
ERE CLINICAL TECHNIQUES EXPLAINED AND YES, ALWAYS 5-4-3-2-1 NO, SELDOM 603 W DISCUSSED THOROUGHLY?
W MUCH OBSERVATION AND SUPERVISION WAS TOO MUCH 1-3-5-3-1 TOO LITTLE 604 HO PROVIDED?
IOR COURSE WORK ADEQUATELY PREPARED ME TO STRON 605 PR GLY 5-4-3-2-1 STRONGLY HANDLE THE CLINICAL TASKS. AGREE DISAGREE
W CLEARLY DID TH 606 HO E INSTRUCTOR STATE THE VERY CLEARLY 5-4-3-2-1 VERY CLINICAL PROBLEMS? UNCLEARLY
AS THE INSTRUCTOR ABLE TO THOROUGHLY YES, ALWAYS 5-4-3-2-1 NO, SELDOM 607 W ANSWER YOUR CLINICAL QUESTIONS?
RFORMANCE EXAMS ALLOWED ME TO SUFFICIENTLY STRON 608 PE GLY 5-4-3-2-1 STRONGLY DEMONSTRATE MY CLINICAL COMPETENCIES. AGREE DISAGREE
W CONSISTENT WERE THE EVALUATIONS OF YOUR VERY 609 HO 5-4-3-2-1 VERY CLINICAL WORK? CONSISTENT INCONSISTENT
W HELPFUL WAS THE INSTR 610 HO UCTOR IN DEVELOPING VERY HELPFUL 5-4-3-2-1 NOT AT ALL YOUR CLINICAL TECHNIQUES? HELPFUL
W CONSTRUCTIVE WAS THE INSTRUCTOR'S VERY LL 611 HO 5-4-3-2-1 NOT AT A FEEDBACK ABOUT YOUR CLINICAL PERFORMANCE? CONSTRUCTIVE CONSTRUCTIVE
PROPRIATE AND INAPPROPRIATE CLINIC L STRON 612 AP A GLY 5-4-3-2-1 STRONGLY PROCEDURES WERE CLEARLY IDENTIFIED. AGREE DISAGREE
E INSTRUCTOR WAS OVERLY DEMANDING OF THE STRON 613 TH GLY 1-2-3-4-5 STRONGLY CLINICAL STUDENTS. AGREE DISAGREE
E INSTRUCTOR SEEMED TO SENSE WHEN YOU DID STRON 614 TH GLY 5-4-3-2-1 STRONGLY NOT KNOW WHAT YOU WERE DOING. AGREE DISAGREE
F. Field Trips
# Item Left Anchor Right Anchor E THE CONTENT OF THE FIELD TRIP(S). VERY 5-4-3-2-1 NO VALUE 620 RAT VALUABLE
E THE FIELD TRIP(S) AS A LEARNING EXPERIENCE. VERY 5-4-3-2-1 VERY 621 RAT EFFECTIVE INEFFECTIVE
AD A CHANCE TO GET TO KNOW THE INSTRUCTOR TO A GREAT 5-4-3-2-1 NOT AT ALL 622 I H DURING THE FIELD TRIP(S). EXTENT
623 I HAD A CHANCE TO GET TO KNOW OTHER STUDENTS TO A GREAT 5-4-3-2-1 NOT AT ALL DURING THE FIELD TRIP(S). EXTENT
26
VII. Cheating # Item Left Anchor Right Anchor W MANY STUDENTS DO Y U THINK HAVE CHEATED MORE THAN 1-2-3-4-5 NONE 666 HO O IN ANY WAY IN THIS CLASS? HALF
W MANY S UDENTS CHEATED DURING EXAMS IN MORE THAN 1-2-3-4-5 NONE 667 HO T THIS CLASS? HALF
W MANY STUDENTS CHEATED ON THEIR WRITTEN MORE THAN 1-2-3-4-5 NONE 668 HO ASSIGNMENTS IN THIS CLASS? HALF
27
COMPLETE FORM DESCRIPTIVE SUMMARIES
Form Number Code Description 1 CEQ Course Evaluation Questionnaire: Consists of 21 General items with 5 subscores and a total score
with norms on all the above. Uses a 5 point Strongly Agree to Strongly Disagree response format. Developed by Office of Instructional Resources.
7 CLQ Costin’s Lecturing Questionnaire: Contains 23 General items primarily applicable to large lecture
sections. Uses a 5 point frequency of occurrence response scheme. Four subscale scores are available. Developed by Frank Costin.
8 CDQ Costin’s Discussion Questionnaire: Contains 23 General to diagnostic items primarily applicable to discussion sections or seminars. Uses a 5 point frequency of occurrence response scheme. Five subscale scores are available. Developed by Frank Costin. 9 AVIA Aviation: Developed by the Institute of Aviation for evaluation of aviation training.
ESSAY ITEM IDEAS Note that spaces E and F on the back of the ICES form are blank to provide space for course specific questions. Items for these spaces may be chosen from the list below or personally generated. Write the selected items on the board and begin by stating “In Space E (or F), please comment on (…the helpfulness of, changes needed, strengths and weaknesses, or suggested improvements, etc.): 1 – The organization/structure of course. 2 – The depth and breadth of the course material. 3 – The discussion sections. 4 – The teaching assistant. 5 – One or two principal topics which you thought were especially interesting. 6 – The effectiveness of the special features of this course (online format, help sessions, oral exams, contract grading, computer projects, labs, etc.). 7 – The assignments. 8 – The handouts. 9 – The films, slides, or other audio-visual aids. 10 – The readings. 11 – The exams. 12 – The grading procedures. 13 – How stimulating you found class sessions. 14 − What you found most and least stimulating about this course. 15 – The difficulty of course material. 16 – The lectures. 17 – The instructor’s grasp of the material. 18 – The instructor’s communication skills. 19 – This instructor in comparison to an ideal instructor. 20 – The instructor’s professional attitude and behavior. 21 – The instructor’s concern for students. 22 – The instructor’s personal characteristics. 23 – Any especially helpful aspect of this instructor’s work with the class or you individually. 24 – Any aspect of this instructor’s work which you felt impeded your learning.
25 – The contribution of other students. 26 – The physical environment of the classroom. 27 – The classroom atmosphere. 28 – The aspects of the course which you found most valuable. 29 – The aspects of the course which you found least
valuable. 30 – One or two principal topics which you thought were of no value to the course. 31 – How well you learned the course material. 32 – How well you learned what you wanted to. 33 – What this course contributed to your education. 34 – In this course I hoped to learn … 35 – I wish I would have learned … 36 – Ten years from now I’ll probably remember this course most by … 37 – Things you got out of this course which will be of
benefit to you personally. 38 – Ways, if any, in which your background for this course was inadequate. 39 – Your own interest in the subject areas of this course. 40 – My motivation to do well in this course. 41 – The reasons you selected this course. 42 – Your effort in this course. 43 – Your educational and vocational plans. 44 – This course in comparison to other courses of this kind. 45 – This course in comparison to an ideal course. 46 – The type of instruction which would be most beneficial for this course.
28
Recommended
