Latest revision as of 00:07, 13 September 2011

The CEQ (Course Experience Questionnaire) is a national survey used to measure graduates’ perceptions and satisfaction with teaching & learning in their completed Third-level programme (Ramsden, 1993). Developed by Ramsden & Entwistle (1983) it is based on statements made by students in interviews in relation to university teaching and learning pedagogy 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

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