Steve Provost, Kerrie Dennis

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CEQ and GDS outcomes in psychology, 1994 to 2003

• Steve Provost, Kerrie Dennis Peter Wilson (SCU)
• Greg Hannan, Frances Martin, Gerry Farrell
  (UTas) Denise Chalmers, Ottmar Lipp, Deborah
  Terry, (UQ)
• Debra Bath (Griffith Gold Coast)

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The Course Experience Questionnaire (CEQ) and
Graduate Destination Survey (GDS)

• Occur every year since 1994
• Follow specified format, but give institutions
  high level of control of circumstances of
  collection
• Institutions hold data, but must report
  particular outcomes to DEST
• Summaries on a variety of web-sites (Graduate
  Student Council)

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Structure of the CEQ

• Original (Ramsden 1991)
• Good Teaching
• Clear Goals
• Appropriate Workload
• Appropriate Assessment
• Emphasis on Independence
• Current
• Lost Emphasis on Independence
• Gained Generic Skills
• Single Item Overall Satisfaction

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Institutional reporting

• Good Teaching Scale (GTS)
• (The teaching staff normally gave me helpful
  feedback on how I was going)
• Generic Skills Scale (GSS)
• (The course improved my skills in written
  communication)
• Overall Satisfaction Item (OSI)
• (Overall, I was satisfied with the quality of
  this course)
• 5-point Likert scale converted to 100 to -100

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Carrick Project

• Compiled available data during 2004
• 2004 results will be incorporated in final report
• Intended to provide summaries for benchmarking
• Seek to identify institutions where performance
  might indicate potential strategies for
  dissemination
• Potential to comment upon the process in a
  general sense, and possible implications for AOUs
• Analysis still preliminary, and feedback welcome

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Does size matter?

• The correlation between OSI and sample size for
  the honours cohort at a large metropolitan
  university is -.29
• The correlation between OSI and sample size for
  the pass cohort at another large metropolitan
  university is -.53
• Is smaller better?

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Recommendations

• Try to get hold of your institutional data on the
  other sub-scales of the CEQ
• Start to engage in cautious contextualised
  comparisons of programs between similar
  institutions (Wilson Lizio Ramsden)
• We hope that the project will facilitate some of
  this cross-talk
• Get engaged with your institutions system for
  data collection. Influence the delivery of the
  GDS if you possibly can