Abstract
Universities in Australia have been using the course experience questionnaire (CEQ) for a number of years to measure the quality of teaching. Recently, there have been increasing calls for a broader perspective that takes into account the potential of non-classroom context influences on the student learning experience. This project undertook to develop a broader instrument that added a range of scales that could be linked to the existing instrument. A sample of almost 4000 students responded to the trial instrument. The trials suggest that the existing ‘good teaching’, ‘generic skills’, ‘clear goals’, ‘appropriate workload’ and ‘appropriate assessment’ scales can be supplemented by the following additional scales: ‘student support’, ‘learning resources’, ‘learning community’, ‘graduate qualities’ and ‘intellectual motivation’. These new scales were shown through Rasch analyses to be psychometrically reliable and accurate.
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