A British evaluation of the Course Experience Questionnaire
Bibliographic Data
| ID | 4098680 |
|---|---|
| Authors | John T E Richardson (0000-0002-6267-0603, Brunel University of London, corresponding author) |
| Year | 1994 |
| Volume | 19 |
| Issue | 1 |
| Pages | 59-68 |
| Publication date | 1994-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079412331382143 |
| OpenAlex | W2066385410 |
| Language | EN |
| Citations received | 11 |
| References cited | 17 |
The Course Experience Questionnaire (CEQ) has been developed in Australia as a performance indicator for measuring the quality of teaching on particular degree programmes. Students' responses to the CEQ have been shown to vary systematically (a) across different institutions, (b) with students' rated satisfaction with their degree programme as a whole, and (c) with their approaches to studying in higher education. In the present study, responses obtained from students in one British academic department replicated the broad constituent structure of the CEQ, although they also confirmed problems with the composition of one of its subscales concerned with appropriate assessment. It is concluded that the CEQ yields a global index of perceived teaching quality that can be used in a British setting
Course evaluation · Evaluation methods · Higher education · Mathematics education · Medical education · Political science · Engineering · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Higher Education Research Studies · Medicine · Psychology
Nature vs nurture
Evaluating the relationship between the course experience questionnaire and student satisfaction
Putting student evaluations into perspective
Assessing the Teaching Quality of Accounting Programmes
Instruments for obtaining student feedback
An integrated test of multidimensionality, convergent, discriminant and criterion validity of the course experience questionnaire
An adaptation of the course experience questionnaire to the Arab learning context
The influence of student experiences on post-graduation surveys
University Students' Perceptions of the Learning Environment and Academic Outcomes
Students' perceptions of teaching quality in higher education
The development, validation and application of the Course Experience Questionnaire
Improving the quality of student learning
Students' evaluations of University teaching
The Application of Electronic Computers to Factor Analysis
Factors Influencing Four Rules For Determining The Number Of Components To Retain
Coefficient alpha and the internal structure of tests
Understanding Student Learning
The Scree Test For The Number Of Factors
Effects of Academic Departments on Students' Approaches to Studying
School Environment and Sixth Form Pupils' Approaches to Learning
Students' conceptions of subject matter
Comparison of five rules for determining the number of components to retain
The eigenvalues-greater-than-one rule and the reliability of components
Approaches to studying and course perceptions using the Lancaster inventory-A comparative study
A performance indicator of teaching quality in higher education
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,38 |
| Citation span | 1997 - 2022 (26) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 11 |