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The development, validation and application of the Course Experience Questionnaire

The development, validation and application of the Course Experience Questionnaire ABSTRACT The Course Experience Questionnaire (CEQ) is a development of work originally carried out at Lancaster University in the 1980s. It is used as a measure of perceived teaching quality in degree programmes in national annual surveys of all graduates in the Australian higher education system and is increasingly being employed as a measure of the quality of teaching in universities in the UK. This article discusses the development and use of the CEQ and the construction of a new generic skills scale. Exploratory and confirmatory factor analyses of large multidisciplinary samples of students and graduates from several universities established the reliability and validity of both the full and short forms of the instrument, and identified a two-factor higher order structure. The criterion validity of the instrument was also established, with scores on the CEQ demonstrating positive correlations with students' approaches to learning, perceived course satisfaction, academic achievement and reported generic (‘enterprise˚s) skills development. The instrument also demonstrated discriminant validity via its capacity to differentiate between pedagogically distinct programmes. These results confirm the validity and usefulness of the CEQ as a performance indicator of university teaching quality. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Studies in Higher Education Taylor & Francis

The development, validation and application of the Course Experience Questionnaire

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References (38)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1470-174X
eISSN
0307-5079
DOI
10.1080/03075079712331381121
Publisher site
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Abstract

ABSTRACT The Course Experience Questionnaire (CEQ) is a development of work originally carried out at Lancaster University in the 1980s. It is used as a measure of perceived teaching quality in degree programmes in national annual surveys of all graduates in the Australian higher education system and is increasingly being employed as a measure of the quality of teaching in universities in the UK. This article discusses the development and use of the CEQ and the construction of a new generic skills scale. Exploratory and confirmatory factor analyses of large multidisciplinary samples of students and graduates from several universities established the reliability and validity of both the full and short forms of the instrument, and identified a two-factor higher order structure. The criterion validity of the instrument was also established, with scores on the CEQ demonstrating positive correlations with students' approaches to learning, perceived course satisfaction, academic achievement and reported generic (‘enterprise˚s) skills development. The instrument also demonstrated discriminant validity via its capacity to differentiate between pedagogically distinct programmes. These results confirm the validity and usefulness of the CEQ as a performance indicator of university teaching quality.

Journal

Studies in Higher Education – Taylor & Francis

Published: Jan 1, 1997

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