Guidelines for Generating Your Own Questions

 

1. The Basic or Expanded forms may be used to obtain information about a course. Of the 11 items on the Basic form and the 22 items on the Expanded form there are 9 items on each that comprise the results that are released on-line.

2. One of the 11 Supplemental forms may be used to obtain more specific information about a course.

3. A comment section is included on all answer sheets to allow for student comments.

The policies with respect to the choice of forms are set by individual departments/colleges/schools. Some departments automatically receive a particular form or combination of forms. Please check with your department/college/school if you are uncertain about policies regarding the use of forms. Please refer to Questionnaire Options By College to review policies affecting your survey participation.

Instructors sometimes find, however, that an area of particular concern to them is not addressed on the form(s) they are using. There are two ways in which instructors may obtain information tailored to their specific needs in the Course-Instructor Survey System: 1. The Comments section of the answer sheet may be used to have students respond to essay questions, and 2. Multiple choice questions of the instructor's choosing may be added to the survey.

Comment Section

Instructors may wish to present students with some questions to consider when filling out the Comment section. Some suggestions for this kind of question are:

What in the course has helped you most or do you like the best?

What can the instructor do to improve the course?

What can the instructor do to improve his/her teaching?

Students could also be asked to comment on a particular aspect of the course. Possibilities for such questions include the text, an assignment, or a course topic.

Optional Multiple Choice Questions

An instructor may find that an area of special interest to him or her is not included on the questionnaire(s) chosen. Moreover, instructors sometimes find that the questions do not provide information that is specific enough to help them improve their course or teaching. Instructors may find that more detailed questions are of particular use when they are introducing a new course, trying something new in an existing course, or when they are interested in improving their teaching skills.

To assist instructors in tailoring the Course-Instructor Survey system to their individual needs, the Measurement and Evaluation Center has assembled a list of suggested optional questions from which instructors may choose. The instructor is responsible for supplying the optional items to the student administrator. The questions can be written on the board, presented on an overhead, or printed and passed out with the regular survey.

The optional items have been grouped into major categories used in the field of course evaluation to facilitate their use. It is anticipated that instructors will usually be interested in only a few areas listed here. We hope that these questions may also suggest other possibilities to instructors. The use of any optional questions is entirely the instructor's decision.

The answer sheet contains 20 spaces for the responses to these optional questions. When assembling the items for student use, the optional questions should be identified as optional and should be numbered 1-20 (or however many you choose to use).

Multiple-choice questions can have a range of five choices. The suggested response options for the supplemental questions presented here are:

Since the content of the optional items is known only to the instructor, the printout of results will contain only the number of each item, with no information regarding item content.

Possible Optional Questions

Organization of subject matter and course

At the beginning of the course, the instructor gave the class a clear indication of how the course would be organized.
The overall organization of the course facilitated learning.
The lectures and other course activities, such as readings for assignments, worked well together in facilitating learning.
Individual class lectures were presented in an organized fashion.
The lectures were easy to outline.
The instructor used class time well.

Analytic/synthetic approach

The instructor emphasized conceptual understanding.
The instructor explained how course topics were related to each other.
The instructor explained how course topics were related to the main areas in the course.
The instructor contrasted the implications of various theories.
The instructor discussed recent developments in the field.
The instructor discussed points of view other than his/her own.
The instructor helped students integrate prior learning with new material.
The instructor related course material to other areas of knowledge.
The instructor required students to synthesize parts of the course.
The instructor raised challenging questions.

Clarity of presentation

The instructor communicated his/her ideas clearly.
The instructor's classroom presentations were easy to follow.
The instructor stated objectives for each class session.
The instructor was precise in answering questions.
The instructor got right to the point when answering a question.

Helps students distinguish what is important from what is not

The instructor identified the important concepts in the course.
The instructor emphasized what is important in the field.
The instructor summarized major points.
The instructor kept the students focused on relevant material.

Interest in students

The instructor seemed to have a genuine interest in students.
The instructor was fair in his/her dealings with students.
The instructor was considerate in his/her dealings with students.
The instructor seemed sensitive to the feelings of the students.
The instructor seemed sensitive to the needs of the students.

Tolerance of other viewpoints

The instructor was open to other viewpoints.
The instructor invited students to share their knowledge and experience.

Responsiveness to students in instruction

The instructor presented the material on an understandable level.
At the beginning of the course, The instructor determined what skills and abilities students brought to the course.
The instructor clarified thinking by identifying reasons for questions.
The instructor seemed to know when students were bored.
The instructor seemed to know when students were confused.
The instructor used questions, problems, or other methods to check student understanding of the lecture while it was in progress.
After checking to see if the material was being understood, the instructor adjusted the rate of presentation accordingly.
The course allowed adequate individualization of experiences for students with different needs.
The course allowed adequate individualization of experiences for students with different abilities.
I felt I could ask a question during the lecture if there was something I didn't understand.

Approachablity

The instructor was readily available for consultation with students.
I felt free to go to my instructor for assistance with problems if I needed to do so.

Skill in communicating material

The instructor used clear examples.
The instructor used relevant examples.
The instructor clearly interpreted abstract ideas and theories.
The instructor kept the materials relevant to the course.
The instructor varied the way the material was presented according to what was being taught.

Skill in lecturing

The instructor's speech contributed to his/her teaching effectiveness.
The instructor's lecture style contributed to his/her teaching effectiveness.
The instructor had no speech characteristics that distracted from understanding the lecture.
The instructor varied the speed and tone of his/her voice.
The instructor held my attention during class.
The instructor maintained a classroom atmosphere conducive to learning.
The lecture pace was appropriate.
It was easy to take notes on the lectures.

Skill in directing discussion

The instructor encouraged class discussion.
The instructor was skilled in directing discussion.
The instructor encouraged students to speak during discussions.
The instructor gave useful feedback on student contributions in discussion.
The instructor kept appropriate control over discussions.
The instructor brought out the main ideas in discussions.
The instructor related ideas discussed to their class activities and materials.
The instructor used discussion to encourage thinking at higher levels of analysis.
The instructor tried to make it possible for anyone who wanted to participate to have a chance to talk during discussions.
I felt comfortable in participating in the class discussions.

Fairness in examinations and grading

The test questions corresponded to what had been taught.
The examinations permitted students to show understanding.
The examinations accurately measured my achievement in this course.
The examinations were graded objectively.
Enough time was allotted to attempt all the items on the examinations.
I am satisfied with the way the performance of students was evaluated in this course.

Provision of helpful feedback

The instructor used test results to see where students needed extra help.
The instructor commented informatively on my written work, either orally or in writing.
The instructor provided criticism in a constructive manner.
The instructor kept students informed of their progress.

Impact on students

The instructor encouraged students to think for themselves.
The instructor was skilled in bringing out the special abilities of students.
The instructor motivated me to do my best possible work in this course.
I was stimulated to work beyond the requirements of the course.
As a result of this course, I feel more confident in working independently.

Dynamism/enthusiasm

The instructor showed a genuine interest in teaching the course.
The instructor was enthusiastic about the subject.
The instructor seemed to enjoy teaching.

Usefulness of teaching aids

The audiovisuals (slides, movies, transparencies, handouts, guest speakers, or demonstrations) contributed to my learning.

Quality of texts

The text was easy to read.
The text clarified material presented in class.
The text was interesting.

Quality of assignments

The assignments were related to the course content.
The assignments helped prepare students for the exams.
The assignments were challenging.
The assignments were interesting.