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1.
课程体验问卷是国外用来评价高等教育教学质量的一种工具,其特点是能够在课程层面,对不同学科、不同学校的教学质量进行比较。以课程体验问卷的评价理念为依据．运用心理测量学的方法与技术编制了中小学教师远程继续教育课程体验问卷。探索性因素分析和验证性因素分析结果均表明．可以从良好教学、目标的明确性、测验的适当性、难度与任务量及一般教育能力5个维度,对中小学教师远程继续教育教学质量进行评估。对500余名选修5门远程继续教育课程的中小学教师的调查结果表明．课程体验问卷具有良好的效度,能够鉴别不同课程教学质量在不同评价维度上的差异．教育管理部门可以据此对任课教师提出教学改进的建议。研究讨论了评价主体与评价指标对于教学质量评估的重要意义．并对未来研究方向提出了建议。 相似文献
2.
The Course Experience Questionnaire (CEQ) is a 36-item instrument that is intended to measure six different aspects of students’ perceptions of the academic quality of their programmes. It has been widely used in Western countries, and it has also been used in non-Western countries, including China, Hong Kong, Japan and Pakistan. Nevertheless, in the latter countries, it has sometimes not been possible to identify the full range of constructs that were supposed to be measured by the original CEQ. We translated the CEQ into Bengali and administered this to 552 science students at 15 higher secondary schools in West Bengal, India. A confirmatory factor analysis found that their responses provided a poor fit to the original six-factor model of the CEQ. An exploratory factor analysis identified just four constructs, which reflected good teaching, generic skills, student support and appropriate workload. The items with salient loadings on the four factors were used to construct four scales. The students’ scores on three of the four scales showed satisfactory levels of internal consistency. A factor analysis of their scores on all four scales yielded one overarching factor that could be interpreted as a measure of perceived academic quality. A reduced version of the CEQ consisting of the 30 items that constitute these four scales can be recommended as a measure of students’ perceptions of the academic quality of programmes in West Bengal. 相似文献
3.
This paper reports the use of an online student evaluation system, Course Experience on the Web (CEW), in a physiotherapy program to improve their Course Experience Questionnaire (CEQ) results. CEW comprises a course survey instrument modelled on the CEQ and a tailored unit survey instrument. Closure of the feedback loop is integral in the CEW system. Analysis of the data shows that the students’ evaluation in their final year of the program is closely correlated with their CEQ results. Increases in the CEQ scores from 2001–04 included an increase in the Good Teaching Scale (27.5), Generic Skills Scale (10.3) and Overall Satisfaction Index (29.3). By using CEW, academics at the School of Physiotherapy were able to determine students’ perceptions during the course, make changes to teaching and learning, where appropriate, in a timely manner and, as a result, the CEQ scores were improved markedly. 相似文献
4.
Twan Huybers 《Assessment & Evaluation in Higher Education》2017,42(8):1306-1318
Students are an important stakeholder group in the context of quality assurance in higher education. From their perspective as learners, students’ views on educational experiences are increasingly used as an indicator of educational quality. The Course Experience Questionnaire (CEQ) is a widely used quantitative tool to gauge students’ perceptions of degree programmes. With a view to enhancing the scope for differentiation between individual questionnaire items, this paper explores the use of best–worst scaling to elicit CEQ responses as an alternative to a ratings instrument. The data for this study were generated from a representative sample (n = 263) of graduates from a Dutch university. The survey focused on two core CEQ scales: Good Teaching and Generic Skills. The results show that the Generic Skills items were deemed more pertinent to the degree programme than were the ones related to Good Teaching, with problem-solving skills perceived as the most relevant aspect. Using latent class analysis, six groups of graduates were identified that differed mainly in terms of the relative importance of the skills attributes. Overall, this study shows how the features of best–worst scaling can be used to enhance the scope for discrimination between items in a degree programme evaluation. 相似文献
5.
Assessing the Teaching Quality of Accounting Programmes: An evaluation of the Course Experience Questionnaire 总被引：1，自引：0，他引：1
In recent years, measuring the efficiency and effectiveness of higher edu cation has become a major issue. National governments are now demanding greater public accountability for funds invested in the sector, resulting in the emergence of various performance indicators relating to both teaching and research. The Course Experience Questionnaire (CEQ) was developed to measure the perceived quality of teaching in degree programmes. It evolved from research that identified curriculum, teaching and assessment as key determinants of students' approaches to learning and, in turn, the quality of their learning outcomes. The CEQ data are intended for use in making comparisons within fields of study over time and/or across institutions. However, no European study has reported on its suitability to evaluate teaching within an accounting programme. This paper outlines the development of the CEQ and confirms its reliability and construct validity for use in the accounting discipline in an Irish context. 相似文献
6.
Abstract This study uses the Course Experience Questionnaire (CEQ) to explore tertiary students’ perceptions of their recently completed Leaving Certificate higher‐level Accounting course. Overall it finds that students hold positive views of the course, consider the workload and assessment were appropriate, and perceive the goals and standards of the course to be clear. Generally, they were happy with the teaching of the course but a significant minority felt their teachers did not provide enough feedback or make the course interesting. While the students believe the course developed some generic skills, disappointingly, they do not feel confident in tackling unfamiliar problems. They also think that the course did not improve their written communication skills or ability to work as a team member. Recommendations about the volume of course material and assessment practices are made to help address these issues. 相似文献
7.
Undergraduates’ learning experience and learning process: quantitative evidence from the East 总被引：2，自引：0，他引：2
Beverley J. Webster Wincy S. C. Chan Michael T. Prosser David A. Watkins 《Higher Education》2009,58(3):375-386
This article examines the construct validity of the Course Experience Questionnaire (CEQ) in Hong Kong and investigates the
similarities and differences in the process of learning among students in different disciplinary studies. It is based on a
survey of 1,563 undergraduate students in two disciplines, humanities and sciences, and of principally Chinese ethnicity.
Findings from exploratory and confirmatory factor analyses support the scale structure of the four subscales of a modified
version of the CEQ (good teaching, clear goals and standards, appropriate work, and appropriate assessment) in a non-Western
context and could provide a basis for cross cultural research and international benchmarking. While there was variation across
subgroups, there was a genuine pattern of relationships between the perceptions of learning environment and learning strategies
shown by structural modeling. This information could be used to inform the design of discipline-specific programs in the new
curriculum. 相似文献
8.
K. Gavin 《European Journal of Engineering Education》2011,36(6):547-558
9.
Approaches to studying and perceptions of academic quality in a short web-based course 总被引：1，自引：0，他引：1
John T. E. Richardson 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):433-442
Both the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI) were administered to students who were taking an introductory web‐based course in computing. The constituent structure of both questionnaires was preserved in this distinctive context, and the students’ scores on the individual scales of the CEQ and the RASI shared over 80% of their variance. Students’ perceptions of academic quality were positively associated with their adoption of desirable approaches to studying and negatively associated with their adoption of undesirable approaches. Students’ academic attainment was positively associated with their perceptions of academic quality and their adoption of a strategic approach to studying and negatively associated with their adoption of a surface approach to studying. 相似文献
10.
To investigate the effects of different kinds of curriculum, the Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to 225 2nd-year students at six different schools of occupational therapy. Their curricula were classified as problem-based, subject-based or hybrid. Their scores on the scales of the CEQ and ASI were closely related, insofar as they shared more than half of their respective variance. Problem-based curricula were associated with higher scores on the scales of the CEQ concerned with appropriate assessment and emphasis on independence. With the ASI, problem-based curricula were associated with lower scores on all of the scales concerned with a reproducing orientation, and with higher scores on the scale concerned with a deep approach. These findings suggest that the implementation of a problem-based curriculum has desirable effects on the quality of learning, and these are at least in part mediated by students' perceptions of their academic environment. 相似文献
11.
Adán Robles-Fernández Javier Suárez-Álvarez Ignacio Blanco-Saldaña Eduardo García-Cueto 《Cultura y Educación》2017,29(1):97-119
There is no doubt that the teaching change generated by the adaptation of the former study programme to the EHEA has led to significant shifts regarding teaching loads and the organization of subjects. This paper assesses the students’ perception of the subject, the teacher and the teaching organization according to the study programme followed. For this purpose, 226 students have been assessed who have all received teaching in the same subject, with the same teacher and with the same contents, with the only variant being their study plan. An instrument developed ad hoc was applied, which comprises 18 items and assesses the students’ perceptions of the content and the perceived organization of the teaching. On the one hand, the results show the instrument to be an adequate scale that assesses teaching and organizational aspects linked to study plans in a valid and reliable way. On the other hand, it reveals that students following the new plan show more negative perceptions of organizational quality and aspects related to learning content. Moreover, these students’ marks tend to be lower compared to those achieved by students following the former plan. 相似文献
12.
PBL模式（以问题为基础的学习）是一种有别于传统的崭新的教学方法.在大学一年级写作课教学中,进行了PBL教学尝试,采用了四个步骤组织教学的全过程.结果表明,PBL教学法对提高写作课的教学质量有明显优势,受到学生的欢迎.同时,针对在实践中表现出的不足之处,提出了几点粗浅的认识,以期待探索出适合写作课的PBL教学模式,更好地培养与提高高校大学生各方面的能力,最终提高写作能力. 相似文献
13.
Approaches to studying and perceptions of academic quality in electronically delivered courses 总被引：1，自引：0，他引：1
John T. E. Richardson Linda Price 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(1):45-56
The Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to students who were taking electronically delivered courses in computer science. The constituent structure of the CEQ was preserved in this distinctive context, and a second-order factor analysis confirmed its role as an index of perceived academic quality. The students' scores on the individual scales of the CEQ and the ASI shared nearly two-thirds of their variance. In short, approaches to studying in electronically delivered courses are strongly associated with students' perceptions of the academic quality of those courses. 相似文献
14.
What makes a good educator? The relevance of meta programmes 总被引：1，自引：0，他引：1
Nigel Brown 《Assessment & Evaluation in Higher Education》2004,29(5):515-533
This paper reports the results of a qualitative study which explores the relevance of meta programmes to students' perceptions of teaching quality. Meta programmes are a model of personality preferences from the discipline of Neuro Linguistic Programming (NLP). Research into teaching effectiveness indicates that students rate as important ‘hygiene factors’ such as the teacher's ‘knowledge of the subject’ as well as less tangible qualities including ‘ability to communicate’ and ‘student–teacher rapport’. This study reveals the need for similar qualities but, in some cases, presence of these ‘hygiene factors’ was insufficient; students cited other factors related to personality. Some students were found to like the approach of certain teachers whilst other students rated the same teachers less favourably. When questioned as to why, factors emerged that relate to the distinct teaching style adopted by these teachers that appeared to suit particular students and not others. This study suggests that a teacher's meta programmes influence the approaches adopted in their teaching and these styles suit students with matching meta programme preferences. Where students have different meta programme preferences from the teacher, then, even where the ‘hygiene factors’ are met, this leaves the student dissatisfied. There is potential for teachers to adopt teaching approaches more appropriate for the meta programme profiles of their students. Also, on the part of the students, an increased awareness of their meta programme preferences offers the potential to improve their learning experience. 相似文献
15.
Francis Jones 《Assessment & Evaluation in Higher Education》2018,43(2):323-338
We compared seven unrelated data-sets to evaluate a major education improvement initiative. Perceptions of students in 54 course sections were surveyed regarding the helpfulness of 39 specific teaching or learning strategies, and relative workloads and enthusiasm were compared to their other courses. Classes were observed using an established protocol, instructors completed a teaching practices inventory, and their experience with evidence-based pedagogies was established. A graduation exit survey provided longitudinal indications of changes prior to the study, and institutional student ratings of instruction were obtained. This study sought to determine whether improvements were consistently revealed by these data, how perceptions depended upon class size, course improvement model and instructor experience, and whether student ratings captured consistent perceptions about effectiveness. Overall, results compared favourably. Student perceptions and observed effectiveness depended mainly upon class size and improvement strategy. Students found experiences more effective in courses taught by experienced instructors and in classes observed to be more active. Relative workloads were not correlated with any measure of effectiveness while relative enthusiasm was higher in courses perceived to be more effective. Student ratings were consistent with other data-sets, although they did not provide information specific enough for informing further improvements. 相似文献
16.
Patrick Balve Volker Krüger Lene Tolstrup Sørensen 《European Journal of Engineering Education》2017,42(6):1512-1530
Problem-based learning (PBL) has proven to be highly effective for educating students in an active and self-motivated manner in various disciplines. Student projects carried out following PBL principles are very dynamic and carry a high level of uncertainty, both conditions under which agile project management approaches are assumed to be highly supportive. The paper describes an empirical case study carried out at Aalborg University Copenhagen involving students from two different semesters of a Bachelor of Science programme. While executing the study, compelling examples of how PBL and the agile project management method Kanban blend could be identified. A final survey reveals that applying Kanban produces noticeable improvements with respect to creating, assigning and coordinating project tasks. Other improvements were found in group communication, knowledge about the work progress with regards to both the individual and the collective and the students’ way of continuously improving their own teamwork. 相似文献
17.
A quantitative approach to assessment of work‐based learning outcomes: an urban planning application
Assessing student perceptions and opinions of their university education is now standard in quality assurance processes for learning and teaching. In Australia, the Course Experience Questionnaire (CEQ) has been institutionalised as a national survey of graduand opinion and is used as the key indicator of tertiary teaching quality. A little‐used variant called the Work Experience Questionnaire (WEQ) provides an adaptation to the specific case of work‐based learning. Work‐based learning is a vital component of many professional degrees. It is a staple of urban planning education and yet there are few reported evaluations of specific student learning experiences. This paper illustrates the utility of the WEQ methodology when applied to codify the views of undergraduate urban planning students following a ‘sandwich year’ of industry training. The specific results are discussed and the wider implications of the model are assessed. 相似文献
18.
The Role of the Learning Community in the Development of Discipline Knowledge and Generic Graduate Outcomes 总被引：2，自引：0，他引：2
In this paper we describe a study of learning outcomes at a research-intensive Australian university. Three graduate outcome
variables (discipline knowledge and skills, communication and problem solving, and ethical and social sensitivity) are analysed
separately using OLS regression and comparisons are made of the patterns of unique contributions from four independent variables
(the CEQ Good Teaching and Learning Communities Scales, and two new, independent, scales for measuring Teaching and Program
Quality). Further comparisons of these patterns are made across the Schools of the university. Results support the view that
teaching and program quality are not the only important determinants of students’ learning outcomes. It is concluded that,
whilst it continues to be appropriate for universities to be concerned with the quality of their teaching and programs, the
interactive, social and collaborative aspects of students’ learning experiences, captured in the notion of the Learning Community,
are also very important determinants of graduate outcomes, and so should be included in the focus of attempts at enhancing
the quality of student learning. 相似文献
19.
20.
This study investigated which factors determine degree completion in a Dutch university-based teacher education programme. We assumed that both student characteristics and characteristics of the learning environment affected degree completion. We included the following factors in our study: motivation for becoming a teacher, teaching self-efficacy, professional commitment, perceptions of time management and perceptions of quality of instruction in the teacher education programme. Data were collected from 135 preservice teachers using a digital questionnaire. The student administration of the teacher education department provided data on degree completion. Analyses showed that teaching ability was the most important motive for becoming a teacher; it was also found to be a negative predictor of degree completion. We found that social utility values, professional commitment, perceptions of quality of instruction and time management contributed to the prediction of degree completion. The findings and implications for teacher education and policy are discussed. 相似文献