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  • Section 4.13 Standardised Surveys - UCD - CTAG
    Educational Quality SEEQ National Student Survey NSS Approaches to Teaching Inventory ATI Learning Objectives Questionnaire LOQ Laboratory Teaching Methods Inventory LTMI Post graduate Research Experiences Questionnaire PREQ Experience of Teaching and Learning Questionnaire ETLQ Two standardised tools are introduced in the following sections Section 4 13 1 The Course Experience Questionnaire Section 4 13 2 Student Evaluation of Educational Quality Back to 4 12 Continue to Section 4 13 1

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  • View source for Section 4.13 Standardised Surveys - UCD - CTAG
    have indicated a greater emphasis on providing quantitative measures of accountability at an institutional level Davies Hirschberg Lye Johnston 2010 To do so accurately requires a standardised tool with well established reliability and validity Several examples include class light green cell Course Experience Questionnaire CEQ Module Experience Questionnaire MEQ Students Evaluation of Educational Quality SEEQ National Student Survey NSS Approaches to Teaching Inventory ATI Learning Objectives Questionnaire LOQ Laboratory Teaching Methods Inventory LTMI Post graduate Research Experiences Questionnaire PREQ Experience of Teaching and Learning Questionnaire ETLQ Two standardised tools are introduced in the following sections h2 Section 4 13 1 The Course Experience Questionnaire h2 br class clear h2 Section 4 13 2 Student Evaluation of Educational Quality h2 br class clear span class back step link Section 4 12 Methods 7 Non Student Feedback Back to 4 12 span span class next step link Section 4 13 1 The Course Experience Questionnaire Continue to Section 4 13 1 span span class back step link Section 4 How To Do SET Back To Section 4 span br class clear Category Evaluation Template used on this page Template Page Header view source protected Return to Section 4 13 Standardised Surveys Retrieved

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  • Revision history of "Section 4.13 Standardised Surveys" - UCD - CTAG
    September 2011 Djennings Talk contribs 1 487 bytes 263 cur prev 00 02 13 September 2011 Djennings Talk contribs 1 750 bytes 264 cur prev 00 02 13 September 2011 Djennings Talk contribs 1 486 bytes 1 486 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div As discussed in Section 3 2 3 recent trends in higher education have indicated a greater empha Retrieved

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  • Section 4.13.1 The Course Experience Questionnaire - UCD - CTAG
    academic units in terms of those perceptions Lizzio Wilson and Simons 2002 Ramsden 1991b not for generating feedback on specific modules or lecturers Furthermore it has been suggested that has limited use in terms of helping continuous quality improvement Tucker Jones Straker 2008 less well suited to less traditional teaching strategies such as problem based learning Lyon Hendry 2002 and less useful for assessing the experiences of students working for postgraduate research degrees Richardson 2005 As Ginnsa Prosserb and Barriea 2007 state since 2003 the CEQ has been used by the Graduate Council of Australia as part of its annual Graduate Destination Survey and has prompted the development of the National Student Survey NSS a similar national survey in the UK and Ireland There are various versions of the questionnaire though it generally contains between 25 and 37 items using a Likert scale of strongly agree to strongly disagree as well as one item evaluating overall satisfaction with degree quality and some open ended questions The five sub scales address the issues of i Good teaching ii Clear goals and standards iii Appropriate assessment iv Appropriate workload v Generic skills Resources http www deakin edu au itl pd tl modules

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  • View source for Section 4.13.1 The Course Experience Questionnaire - UCD - CTAG
    and on factors relating to a deep approach to learning Designed and widely used in Australia it is used to measure graduate students views on the entire programmes to assess differences between academic units in terms of those perceptions Lizzio Wilson and Simons 2002 Ramsden 1991b not for generating feedback on specific modules or lecturers Furthermore it has been suggested that has limited use in terms of helping continuous quality improvement Tucker Jones Straker 2008 less well suited to less traditional teaching strategies such as problem based learning Lyon Hendry 2002 and less useful for assessing the experiences of students working for postgraduate research degrees Richardson 2005 As Ginnsa Prosserb and Barriea 2007 state since 2003 the CEQ has been used by the Graduate Council of Australia as part of its annual Graduate Destination Survey and has prompted the development of the National Student Survey NSS a similar national survey in the UK and Ireland There are various versions of the questionnaire though it generally contains between 25 and 37 items using a Likert scale of strongly agree to strongly disagree as well as one item evaluating overall satisfaction with degree quality and some open ended questions The five sub scales address the issues of i Good teaching ii Clear goals and standards iii Appropriate assessment iv Appropriate workload v Generic skills div class emphasis 1 h2 Resources h2 http www deakin edu au itl pd tl modules scholarly setu ceq setu ceq 05 php http www thestudentsurvey com www hefce ac uk learning nss div br class clear span class back step link Section 4 13 Standardised Surveys Back to 4 13 span span class next step link Section 4 13 2 Student Evaluation of Educational Quality Continue to Section 4 13 2 span span class back step link

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  • Revision history of "Section 4.13.1 The Course Experience Questionnaire" - UCD - CTAG
    13 September 2011 Djennings Talk contribs 2 457 bytes 264 cur prev 00 07 13 September 2011 Djennings Talk contribs 2 721 bytes 264 cur prev 00 07 13 September 2011 Djennings Talk contribs 2 457 bytes 2 457 Created page with NOTITLE NOTOC div class light blue corner Template Page Header div The CEQ Course Experience Questionnaire is a national survey used to measure graduates pe Retrieved from http

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  • Section 4.13.2 Student Evaluation of Educational Quality - UCD - CTAG
    point scale from very poor to very good The nine aspects evaluated address Learning value Enthusiasm Organization Group interaction Individual rapport Breadth of coverage Examinations grading Assignments Workload difficulty Richardson 2005 provides a comprehensive discussion of the psychometric properties and Coffey and Gibbs 2001 discuss the relevance of the SEEQ to HE in the UK Included in their analysis is reference to the reliability and validity of the tool and the recommendation of the SEEQ for use by lecturers to obtain student feedback on their teaching individual modules in preference to home made student feedback questionnaires Balam and Shannon 2010 report that the SEEQ has received recognition for producing valid and reliable scores across different countries such as Hong Kong Australia Papua New Guinea Spain China and India Resources Richardson J T E 2005 Instruments for obtaining student feedback A review of the literature Assessment Evaluation in Higher Education 30 4 387 415 Coffey M Gibbs G 2001 The evaluation of the Student Evaluation of Educational Quality Questionnaire SEEQ in UK higher education Assessment and Evaluation in Higher Education 26 89 93 Back To Section 4 Continue to Section 5 Retrieved from http www ucdoer ie index php title Section

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  • View source for Section 4.13.2 Student Evaluation of Educational Quality - UCD - CTAG
    address Learning value Enthusiasm Organization Group interaction Individual rapport Breadth of coverage Examinations grading Assignments Workload difficulty Richardson 2005 provides a comprehensive discussion of the psychometric properties and Coffey and Gibbs 2001 discuss the relevance of the SEEQ to HE in the UK Included in their analysis is reference to the reliability and validity of the tool and the recommendation of the SEEQ for use by lecturers to obtain student feedback on their teaching individual modules in preference to home made student feedback questionnaires Balam and Shannon 2010 report that the SEEQ has received recognition for producing valid and reliable scores across different countries such as Hong Kong Australia Papua New Guinea Spain China and India div class emphasis 1 h2 Resources h2 Richardson J T E 2005 Instruments for obtaining student feedback A review of the literature Assessment Evaluation in Higher Education 30 4 387 415 Coffey M Gibbs G 2001 The evaluation of the Student Evaluation of Educational Quality Questionnaire SEEQ in UK higher education Assessment and Evaluation in Higher Education 26 89 93 div br class clear span class back step link Section 4 How To Do SET Back To Section 4 span span class next step

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.13.2_Student_Evaluation_of_Educational_Quality&action=edit (2016-02-14)
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