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Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics (2003)
Center for Education (CFE)

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145
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Appendix B
Samples of Questionnaires Used to Evaluate Undergraduate Student Learning

The student questionnaires included in this appendix exemplify several approaches to assessing student learning and, in turn, using that information to improve teaching. The College Student Report 2000 (from the Carnegie Foundation for the Advancement of Teaching and Pew Forum on Undergraduate Education, 2000) and the Student Instructional Report II (from the Educational Testing Service) are generic approaches to evaluating learning. Evaluation forms from several universities are presented to demonstrate the kind of information that might be sought from students and the variety of ways (e.g., end-of-semester, midsemester) and settings (e.g., classroom, laboratory) in which students can be queried.

Form

Found on Page(s)

The College Student Report 2001. From the Carnegie Foundation for the Advancement of Teaching and Pew Forum on Undergraduate Education (2002).

147–150

Student Instructional Report II. Used nationally and produced by the Educational Testing Service.

151–152
Page
145

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Appendix B Samples of Questionnaires Used to Evaluate Undergraduate Student Learning The student questionnaires included in this appendix exemplify several approaches to assessing student learning and, in turn, using that information to improve teaching. The College Student Report 2000 (from the Carnegie Foundation for the Advancement of Teaching and Pew Forum on Undergraduate Education, 2000) and the Student Instructional Report II (from the Educational Testing Service) are generic approaches to evaluating learning. Evaluation forms from several universities are presented to demonstrate the kind of information that might be sought from students and the variety of ways (e.g., end-of-semester, midsemester) and settings (e.g., classroom, laboratory) in which students can be queried. Form Found on Page(s) The College Student Report 2001. From the Carnegie Foundation for the Advancement of Teaching and Pew Forum on Undergraduate Education (2002). 147–150 Student Instructional Report II. Used nationally and produced by the Educational Testing Service. 151–152

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Form Found on Page(s) Carnegie Mellon University Eberly Center for Teaching Excellence   Teaching Improvement Form—Lecture Courses 153–156 Teaching Improvement Form—Laboratory Courses 157–159 Teaching Improvement Form—Discussion Courses 160–162 Harvard University Derek Bok Center for Teaching and Learning   Mid-Course Evaluation Form 163 End-of-Semester Course Evaluation Form 164–165 Kansas State University IDEA Center   Student Reactions to Instruction and Courses 166–167 Faculty Information Form for Student Evaluations 168–169 Sample Results of Student Evaluations 170–177 Hampshire College   End-of-Semester Course Evaluation Forms 178–182 Instructor Objectives Report 183–184

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Teaching Improvement Form — Lecture Courses Instructor: ______________________ Time to complete form __________ Course Title/Number: _________________ Date of Evaluation: ____________ Instructions: This section includes items about a variety of aspects of teaching. Please give an overall rating of each aspect of teaching and also check any of the specific strengths or concerns which match your experience in the course. OVERALL RATING (Select one for each category) SPECIFIC STRENGTHS (Check all that apply) SPECIFIC CONCERNS (Check all that apply) Course Organization ❑ commendable ❑ fine ❑ needs improvement ❑ good continuity ❑ lectures and assignments are coordinated well ❑ lectures and section meetings are coordinated well (if applicable) ❑ other strengths? ______________________________ ______________________________ ❑ course objectives weren’t clear ❑ doesn’t give big picture ❑ lectures don’t prepare students for assignments/exams ❑ fell behind schedule often ❑ other concerns? ______________________________ ______________________________ Lecturing ❑ commendable ❑ fine ❑ needs improvement ❑ useful syllabus ❑ stimu lares interest ❑ engaging speaking style ❑ key ideas emphasized ❑ easy to take notes ❑ effective examples ❑ good summaries provided ❑ other strengths? ______________________________ ______________________________ ❑ speech is hard to understand ❑ pitched too high for students ❑ unclear explanations ❑ unclear board writing ❑ talks too fast ❑ not enough examples ❑ starts or ends late ❑ other concerns? ______________________________ ______________________________ Interaction and Discussion ❑ commendable ❑ fine ❑ need improvement ❑ not applicable ❑ responds well to student questions ❑ encourages active participation ❑ right amount of interaction for this size and type of class ❑ student contributions valued ❑ useful in-class activities (e.g. groups, simulations, demonstrations) ❑ other strengths? ______________________________ ______________________________ ❑ not enough interaction ❑ too few participants ❑ speech is hard to understand ❑ not enough opportunities to participate ❑ instructor doesn’t respond effectively to questions ❑ instructor’s questions not stated clearly ❑ other concerns? ______________________________ ______________________________

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OVERALL RATING (Select one for each category) SPECIFIC STRENGTHS (Check all that apply) SPECIFIC CONCERNS (Check all that apply) Visual Aids (e.g. board work, transpariencies and computer projection) ❑ commendable ❑ fine ❑ need improvement ❑ not applicable ❑ well organized ❑ emphasize key points ❑ appropriately detailed ❑ very helpful to my learning ❑ well designed ❑ other strengths? ______________________________ ______________________________ ❑ too fast ❑ poor handwriting ❑ wordy ❑ not enough written explanation ❑ other concerns? _____________________________ _____________________________ Texts and Readings ❑ commendable ❑ fine ❑ need improvement ❑ high quality (content or readability) ❑ match course goals well ❑ other strengths? _____________________________ _____________________________ ❑ difficult to leam from ❑ not discussed enough in lecture ❑ too expensive ❑ difficult to obtain copies ❑ other concerns? _____________________________ _____________________________ Handouts, Reserve or Online Materials ❑ commendable ❑ fine ❑ need improvement ❑ not applicable ❑ haven't used enough to evaluate ❑ very helpful ❑ motivating ❑ enhanced my learning ❑ other strengths? _____________________________ _____________________________ ❑ not enough ❑ too many ❑ not helpful ❑ other concerns? ____________________________ ____________________________ Testing ❑ commendable ❑ fine ❑ need improvement ❑ not applicable ❑ good coverage of material ❑ appropriately challenging ❑ right length for amount of time given ❑ other strengths? ____________________________ ____________________________ ❑ unreasonably difficult ❑ poor coverage of materials ❑ too few tests/quizzes ❑ too many test/quizzes ❑ unclear grading criteria ❑ other concerns? ____________________________ ____________________________ Assignments ❑ commendable ❑ fine ❑ need improvement ❑ not applicable ❑ appropriately challenging ❑ clear grading criteria ❑ helpful feedback ❑ appropriate number ❑ interesting and/or useful questions assigned ❑ other strengths? ______________________________ ______________________________ ❑ poor coverage of material ❑ inconsistent grading ❑ insufficient comrnents on returned assignments ❑ slow or no return ❑ other concerns? ______________________________ ______________________________

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OVERALL RATING (Select one for each category) SPECIFIC STRENGTHS (Check all that apply) SPECIFIC CONCERNS (Check all that apply) Attitude to Students ❑ commendable ❑ fine ❑ needs improvement ❑ personable & approachable ❑ help readily available out of class ❑ concerned about individual students’ needs ❑ attentive to needs of diverse student populations ❑ other strengths? ❑ not sufficiently accessible to students out of class ❑ unresponsive to students’ requests for help or review ❑ other concerns? Classroom Control and Climate ❑ commendable ❑ fine ❑ need improvement ❑ students are respectful toward professor ❑ students are respectful toward each other ❑ other strengths? ❑ some students disruptive in class ❑ poor physical environment for this type of class ❑ other concerns? Overall Evaluation (Circle one for each question.) How heavy/light is the workload for this course compared with other courses you have taken this year? Much lighter Lighter About the same Heavier Much Heavier How is the pace in this course? Too slow A bit slow Just right A bit fast Too fast   How challenging do you find this course? Too easy A bit easy Just right A bit difficult Too difficult How much do you think you have learned in this course compared with other courses you have taken this year? Almost nothing Little A fair amount Much A great deal How well has this course met your expectations? Not at all Not very well Adequately Well Very well

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Hampshire College Student Course Evaluation Part 1 Progress on Course Objectives On each of the objectives listed below, rate the progress you have made as a result of taking this course by filling in the appropriate circle on the following scale: None Little Some Much Very Much ○ ○ ○ ○ ○ In rating your progress, consider each objective carefully. Because the objectives are stated in general terms, interpret each of them in the context of this course; for instance, if an objective includes a list of items, consider the objective only in terms of the relevant item(s). Also, because most courses do not attempt to achieve all of these objectives, there are likely to be some objectives on which you have made no progress. Thus, an answer of "None" may simply mean that the objective in question was not one the course sought to achieve.   None Little Some Much Very Much 1. Gaining knowledge of facts, terms, classifications, works, major figures, etc. ○ ○ ○ ○ ○ 2. Gaining an understanding of theories, fundamental concepts, or other important ideas. ○ ○ ○ ○ ○ 3. Learning to understand professional/scholarly literature. ○ ○ ○ ○ ○ 4. Learning to interpret primary texts or works. ○ ○ ○ ○ ○ 5. Developing skill in critical thinking. ○ ○ ○ ○ ○ 6. Developing skill in problem solving. ○ ○ ○ ○ ○ 7. Developing skill in critical/analytical writing. ○ ○ ○ ○ ○ 8. Developing creative capacities. ○ ○ ○ ○ ○ 9. Learning techniques and methods for gaining new knowledge in this subject. ○ ○ ○ ○ ○

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Hampshire College Student Course Evaluation, Part I, page 2 10. Developing the ability to conceive and carry out independent work. ○  ○  ○  ○  ○ 11. Developing the ability to work collaboratively with others. ○ ○ ○ ○ ○ 12. Developing skill in expressing ideas orally. ○ ○ ○ ○ ○ 13. Developing skill in expression through art, music, media, writing, design, or performance. ○ ○ ○ ○ ○ 14. Developing specific skills or competencies, such as artistic techniques, production methods, laboratory methods, quantitative techniques, computer applications, or fieldwork methods. ○ ○ ○ ○ ○ 15. Gaining an understanding of the relevance of the subject matter to real-world issues. ○ ○ ○ ○ ○ 16. Gaining an understanding of the historical and social context in which the subject has developed. ○ ○ ○ ○ ○ 17. Gaining an understanding of different views and perspectives on the subject. ○ ○ ○ ○ ○ 18. Discovering the implications of the course material for understanding myself (interests, talents, preconceptions, values, etc.). ○ ○ ○ ○ ○

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Hampshire College Student Course Evaluation Part 2 General Questions Indicate your level of agreement with each of the next twelve statements by filling in the appropriate circle on the following scale: Strongly Agree Disagree Disagree Neutral Strongly Agree ○ ○ ○ ○ ○   Strongly Agree Disagree Disagree Neutral Strongly Agree Questions 19-21 refer to this course’s instructor or, if the course has two instructors, to: __________________. 19. I really wanted to take a course from this instructor. ○ ○ ○ ○ ○ 20. I would like to take another course from this instructor. ○ ○ ○ ○ ○ 21. Overall, I rate this instructor an excellent teacher. ○ ○ ○ ○ ○ Answer questions 22-24 only if this course has two instructors, these questions refer to: _____________________. 22. I really wanted to take a course from this instructor. ○ ○ ○ ○ ○ 23. I would like to take another course from this instructor. ○ ○ ○ ○ ○ 24. Overall, I rate this instructor an excellent teacher. ○ ○ ○ ○ ○ Please answer all of the remaining questions. 25. I really wanted to take this course, regardless of who taught it. ○ ○ ○ ○ ○ 26. As a result of taking this course, I have a new or increased interest in this subject. ○ ○ ○ ○ ○

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Hampshire College Student Course Evaluation, Part 2, page 2 27. I put considerable effort into this course. ○ ○ ○ ○ ○ 28. I had an adequate background for this course. ○ ○ ○ ○ ○ 29. Overall, I rate this an excellent course. ○ ○ ○ ○ ○ 30. Overall, I learned a great deal in this course. ○ ○ ○ ○ ○ 31. Please indicate how this course fits into your educational program (choose only one) ○ Course-based Division I exam ○ Project-based Division I exam ○ Division II concentration ○ Division III ○ Other (please specify) __________________________________________ 32. Please indicate any other reason(s) you had for taking this course (choose all that apply). ○ Curiosity ○ Recommendation of student or faculty member ○ Acquisition of particular skills ○ Graduate or professional school requirement ○ Prerequisite for another course ○ Other (please specify) __________________________________________

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Hampshire College Student Course Evaluation Course Number ___________________ Part 3 General Comments 33. Please comment on what you did and did not get out of this course, given your expectations for the course.

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Hampshire College Instructor Objectives Report Course Number _____________ (please print clearly) Course Objectives On each of the objectives listed below, rate the importance of this objective in your course by filling in the appropriate circle on the following scale: Minor Importance Moderate Importance Essential ○ ○ ○ The rating “Minor Importance” should be understood to mean “of no more than minor importance.”   Minor Importance Moderate Importance Essential 1. Gaining knowledge of facts, terms, classifications, works, major figures, etc. ○ ○ ○ 2. Gaining an understanding of theories, fundamental concepts, or other important ideas. ○ ○ ○ 3. Learning to understand professional/ scholarly literature. ○ ○ ○ 4. Learning to interpret primary texts or works. ○ ○ ○ 5. Developing skill in critical thinking. ○ ○ ○ 6. Developing skill in problem solving. ○ ○ ○ 7. Developing skill in critical/analytical writing. ○ ○ ○ 8. Developing creative capacities. ○ ○ ○ 9. Learning techniques and methods for gaining new knowledge in this subject. ○ ○ ○ 10. Developing the ability to conceive and carry out independent work. ○ ○ ○

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Hampshire College Instructor Objectives Report, page 2 11. Developing the ability to work collaboratively with others. ○  ○  ○  12. Developing skill in expressing ideas orally. ○ ○ ○ 13. Developing skill in expression through art, music, media, writing, design, or performance. ○ ○ ○ 14. Developing specific skills or competencies, such as artistic techniques, production methods, laboratory methods, quantitative techniques, computer applications, or fieldwork methods. ○ ○ ○ 15. Gaining an understanding of the relevance of the subject matter to real-world issues. ○ ○ ○ 16. Gaining an understanding of the historical and social context in which the subject has developed. ○ ○ ○ 17. Gaining an understanding of different views and perspectives on the subject. ○ ○ ○ 18. Discovering the implications of the course material for understanding myself (interests, talents, preconceptions, values, etc.). ○ ○ ○

Representative terms from entire chapter:

courses teaching