OCA question library
The question library is divided into three sections: course-related, instructor-related, and student-related questions. Under these main sections are categories identifying general areas and subcategories identifying specific topics. Each subcategory has a list of potential questions you can select for your template (see table below). You can also include a comment box (located at the bottom each subcategory) if you would like students to provide additional feedback or explain an answer to a close-ended question.
Choose only questions that fit the purpose of your assessment, limiting your survey to 20 questions maximum. Select just one or two questions in a subcategory to assess each aspect of the course you are evaluating. This will help to focus your assessment and keep the survey from being too long or redundant.
List of OCA areas and topics
| Assessment / Grading | Grading practices |
| Course goals / Objectives | Appropriateness of course goals/objectives |
| Course organization | Appropriateness of course workload |
| Course quality | Effectiveness of activities and assignments helping students
learn the content |
| Impact of taking the course | Impact of course on future courses |
| Technology use | How use of technology helped learning |
| Interpersonal skills | Acceptance of other viewpoints Approachability Availability Create a comfortable class climate Enthusiasm Rapport with students |
| Teaching skills of the instructor | Appropriate pacing Check understanding Clarity of presentation Connect main ideas Connect new and prior knowledge Content knowledge Demonstrating course value Effective oral communication skills Encourage critical thinking Explaining expectations Identify important concepts Increase student motivation Introducing objectives for each class Overall quality of instructor Provide explanations Quality of feedback provided to students Response to questions in class Skill in directing discussion Skill in lecturing Staying on topic Summarize information Timeliness of responding to questions Use of class time Use of examples Using variety of teaching techniques |
| Critical thinking skills | Improvement in critical thinking skills |
| Demographics | Age Class standing College or school Course grade GPA Major Race/Ethnicity Required course Sex |
| Group work | Attitudes toward group work Evaluation of group process Impact of group work on learning Impact of group work on skills Usefulness of peer evaluations |
| Interest in course content | Interest in course |
| Learning | Amount of learning/progress Prerequisite skills/knowledge |
| Oral communication skills | Changes in students' oral communication skills as a result of
taking the course Students’ oral communication skills prior to the course |
| Study strategies | Learning strategies students use to understand course content Student effort in the course Study strategies students used to prepare for exams Willingness to seek help from instructor |
| Technology skills | Technology knowledge |
| Writing skills | Changes in students' writing skills as a result of taking the
course Students' writing skills prior to the course |
