Course Experience Questionnaire Scales

The statements in the core scales must be asked by all universities in the CEQ, but universities can choose which optional scales they want to include. Statements marked with (R) are negatively worded, so that agreeing with the statement is a negative response (the responses for these statements are reversed when they are combined with data from other statements).

Core Scales

Good Teaching Scale

• The staff put a lot of time into commenting on my work
• The teaching staff normally gave me helpful feedback on how I was going
• The teaching staff of this course motivated me to do my best work
• My lecturers were extremely good at explaining things
• The teaching staff worked hard to make their subjects interesting
• The staff made a real effort to understand difficulties I might be having with my work

Generic Skills Scale

• The course helped me develop my ability to work as a team member
• The course sharpened my analytic skills
• The course developed my problem-solving skills
• The course improved my skills in written communication
• As a result of my course, I feel confident about tackling unfamiliar problems
• My course helped me to develop the ability to plan my own work

Overall Satisfaction Item

• Overall, I was satisfied with the quality of this course

Optional Scales used by the University of Adelaide

In the 2007 CEQ, the University of Adelaide switched one of its three optional scales, and started using the Learning Community Scale instead of the Clear Goals and Standards Scale.

Graduate Qualities Scale

• The course provided me with a broad overview of my field of knowledge
• The course developed my confidence to investigate new ideas
• University stimulated my enthusiasm for further learning
• I learned to apply principles from this course to new situations
• I consider what I learned valuable for my future
• My university experience encouraged me to value perspectives other than my own

Student Support Scale

• I was able to access information technology resources when I needed them
• Relevant LRS were accessible when I needed them
• Health, welfare and counselling services met my requirements
• The library services were readily accessible
• I was satisfied with the course and careers advice provided

Learning Community Scale (only used from 2007 onwards)

• I felt part of a group of students and staff committed to learning
• Students’ ideas and suggestions were used during the course
• I learned to explore ideas confidently with other people
• I felt I belonged to the university community
• I was able to explore academic interests with staff and students

Clear Goals and Standards Scale (only used up to 2006)

• It was always easy to know the standard of work expected
• I usually had a clear idea of where I was going and what was expected of me in this course
• It was often hard to discover what was expected of me in this course (R)
• The staff made it clear right from the start what they expected from students

Other Optional Scales

Appropriate Workload Scale

• I was generally given enough time to understand the things I had to learn
• The sheer volume of work to be got through in this course meant it couldn’t all be thoroughly comprehended (R)
• The workload was too heavy (R)
• There was a lot of pressure on me as a student in this course (R)

Appropriate Assessment Scale

• To do well in this course all you really needed was a good memory (R)
• The staff seemed more interested in testing what I had memorised than what I had understood (R)
• Too many staff asked me questions just about facts (R)

Intellectual Motivation Scale

• I found my studies intellectually stimulating
• I found the course motivating
• Overall, my university experience was worthwhile
• The course has stimulated my interest in the fields of education

Learning Resources Scale

• The library resources were appropriate for my needs
• The study materials were clear and concise
• It was made clear what resources were available to help me learn
• Course materials were relevant and up to date
• Where it was used, the information technology in teaching and learning was effective