Curtin University of Technology, Perth, Western Australia
Students' Evaluation of Educational Quality (SEEQ)

Four separate forms focusing on lecturer self-rating (47 questions, 9-point Likert); student evaluation SEEQ (17 mandatory questions, and four factors for additional modes of teaching); an alternative items form (up to 40 questions) to examine teaching modes not covered in the standard form (clinical teaching, distance learning, tutorial); and a SEEQ open-ended question form (3 questions) for qualitative assessment of teaching effectiveness. Instructions for instructors, administration, and students are available. Suggestions ("Targetted teaching instructions") for instructors cover how to improve teachings in the areas covered by the SEEQ.

Flashlight™ from the TLT Group
Flashlight Program

Distributes a wide range of tools for developing evaluations, cost analyses, and research studies. Flashlight tool kits and tools include item banks, handbooks, and study packages. The Ohio State University owns a site license for Flashlight Online, a tool for creating surveys on use of instructional technology, including more than 500 nationally normed questions from which to select. Instructors at Ohio State should contact Alan Kalish of FTAD to request an account.

Indiana Univ., Bloomington, IN—Bureau of Evaluative Studies and Testing
Readings on Course Evaluations

Provides readings such as Student Ratings of College Teaching: What Research Has to Say on course characteristics that most influence student ratings, and Using Student Written Comments in Evaluating Teaching on reliability and validity issues in interpreting and generalizing student comments.

Kansas State Univ., Manhattan, KS—Center for Faculty Evaluation and Development

Student Ratings System (KSU)
A discussion of recent changes made to the IDEA [Individual Development Educational Assessment] form—one of the most popular commercially available forms for gathering student feedback—including changes made based on the Seven Principles of Good Practice in Undergraduate Education.

Student Ratings of Teaching: The Research Revisited (KSU)
IDEA Paper #32 summarizes the conclusions of the major reviews of the student rating literature from 1971 to 1995.

Student Reactions to Instruction and Courses (KSU)
The two surveys below [select them from menu at the KSU Idea Center link] are based on a 5-point Likert scale with a box for additional comments.
Short form survey PDF—23 questions.
Diagnostic form survey PDF—67 questions (including self-rating).

Northwestern Univ., Chicago and Evanston, IL—Searle Center for Teaching Excellence
Teaching and Learning Issues

Student Ratings and the Evaluation of Teaching: A White Paper. Suggestions and rationales for types of student feedback questions, as well as a discussion of the limitations of student ratings.

Southern Illinois Univ., Edwardsville, IL
Classroom Assessment Techniques

Range of methods for student evaluation of teaching, emphasizing seven principles. High quality education: a) encourages contact between students and faculty, b) develops reciprocity and cooperation among students, c) encourages active learning, d) gives prompt feedback on performance, e) emphasizes time on task, f) communicates high expectations, and g) respects diverse talents and ways of learning.

Stanford Univ., Stanford, CA—Stanford University Learning Laboratory
Tomorrow's Professor Listserv POSTINGS BY CATEGORY

Msg #124 Academic Freedom, Tenure and Student Evaluation of Faculty
Impact of student evaluation of faculty on salary, promotion and tenure decisions, and the delivery of quality education; covers many important issues in using and interpreting student evaluation of faculty.

Msg #313 Using Midterm Evaluations and Other Sources of Student Feedback on Teaching
Benefits and limitations of using a structured mid-term interview of a class with the students divided into small groups.

Univ. of Arizona, Tucson, AZ—Assessment and Enrollment Research
Current TCE [Student Rating] Questionnaires

Evaluations by students. There are several surveys customized for different fields such as Humanities, Natural Sciences, Music, Nursing, etc. It is noteworthy how questions can be adapted to the specifics of different fields.

Univ. of Washington, Seattle, WA—Center for Instructional Development and Research
Classroom Assessment of Teaching and Learning

The purpose of classroom assessment is to improve the quality of teaching and learning. Principles: a) systematic collection so that all students contribute; b) ungraded and anonymous. The Minute Paper and Small Group Instruction Diagnosis are included as examples.

Also see: Peer Evaluation at Other Institutions