Course Experience Questionnaire
Ramsden, P. (1991). A performance indicator of teaching quality in higher education: the course
experience questionnaire. Studies in Higher Education, 16, 129-150.
Richardson, JTE (1994). A British evaluation of the course experience questionnaire. Studies in
Higher Education. 19, 59-68.
Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the
Course Experience Questionnaire. Studies in higher education, 22(1), 33-53.
37 Items
6 Dimensions
Good Teaching scale
#*4 The teaching staff of this course motivate students to do their best work
#* 9 Staff here put a lot of time into commenting on students' work
#*20 The staff make a real effort to understand difficulties students may be having with their work
#*22 Teaching staff here normally give helpful feedback on how you are going
#*23 Our lecturers are extremely good at explaining things to us
#*25 Teaching staff here work hard to make subjects interesting
# 31 Staff here show no real interest in what students have to say.
# 33 This course really tries to get the best out of all its students
Clear Goals and Standards scale
*1 It's always easy here to know the standard of work expected
#* 8 You usually have a clear idea of where you're going and what's expected of you
#*18 It's often hard to discover what's expected of you in this course
# 24 The aims and objectives of this course are NOT made very clear
#*35 The staff here make it clear right from the start what they expect from students
Generic Skills scale
*2 This course has helped me to develop my problem-solving skills (GS)
*6 This course has sharpened my analytic skills
*11 This course has helped develop my ability to work as a team member
* 12 As a result of doing this course, I feel more confident about tackling unfamiliar problems
*13 This course has improved my written communication skills
*28 This course has helped me develop the ability to plan my own work
Appropriate Assessment scale
# 7 Lecture here frequently give the impression they hate nothing to learn from student
#*10 To do well on this course all you really need is a good memory
#*17 Staff seem more interested in testing what you're more than that you or understand
#*26 Too many staff ask us questions just about facts
# 29 Feedback on student work is usually provided ONLY in the form of marks and grades
# 32 It would be possible to get through this course just by working hard around exam times
Appropriate Workload scale
#* 5 The workload is too heavy 6 This course has sharpened my analytical skills
# 14 It seems to me that the syllabus tries to cover too many topic
#*19 We are generally given enough time to understand the things we have to leam
#*27 There's a lot of pressure on you as a student here
#*36 The sheer volume of work to be got through in this course means you can't comprehend it all
thoroughly
Emphasis on Independence Scale
# 3 There are few opportunities to choose the particular areas you want to study (IN)
# 15 The course has encouraged me to develop my own academic interests as far as possible
# 16 Students have a great deal of choice over how they are going to learn in this course
# 21 Students here are given a lot of choice in the work they have to do
#30 We often discuss with our lecturers or tutors how we are going to learn in this course
# 34 There's very little choice in this course in the ways you are assessed
37 Overall, I am satisfied with the quality of this course
Items 1-36=CEQ36; # items=CEQ30 (used in Ramsden, 1991; Richardson, 1994); *items = CEQ23
5-point Likert Scale (means 'definitely disagree' and 5 means 'definitely agree')
Good Teaching: Cronbachs α = 0.79 - 0.88
Clear Goals: Cronbachs α = 0.76 – 0.82
Workload: Cronbachs α = 0.69 – 0.77
Assessment: Cronbachs α = 0.47 - 0.74
Independence: Cronbachs α = 0.55 - 0.72
Generic Skills: Cronbachs α = 0.77- 0.8
