Classroom Activities and Outcomes Survey

Supplemental Information:

• Classroom_Activities_and_Outcomes_Survey_part_3.doc (64.5 KB) download

Assessment Type:

self-assessment

Scale:

likert

Publication Date:

Oct 11, 1997

Respondent:

480 undergraduate students

Domain(s) Evaluated:

Engagement, Attitude

Sample items:

“Rate your progress made, because of this course, in your: Knowledge and understanding of the process of design in engineering” and “Rate your ability to apply an abstract concept or idea to a real problem or situation.”

Reliability:

.87-.93 for each subscale

Validity:

established

Frequency:

rarely

Administration time:

0 minutes

Requires a Computer:

No

Requires Internet Access:

No

Primary reference:

Terenzini, P.T., Cabrera, A.F., Colbeck, C.L., Parente, J.M., & Bjorklund, S.A. (2001). Collaborative Learning vs. Lecture/Discussion: Students’ Reported Learning Gains. Journal of Engineering Education, 90(1), pp.123–130.

Comments:

Part three of the four-part “Classroom Activities and Outcomes Survey” is featured here. The survey was originally developed by Patrick T. Terenzini,Carol L. Colbeck, Alberto F. Cabrera at the Center for the Study of Higher Education at Pennsylvania State University. The measure was developed as part of the evaluation of the Engineering Coalition of Schools for Excellence in Education and Leadership (ECSEL Coalition). Part three contains 24 questions that ask students to quantify the amount of progress they made in learning skills related to engineering or general scientific inquiry as a result of participating in a specific course or program. With some alteration, this survey could be adapted for use outside of engineering specific courses or programs. It is also suitable for the adult population in general.

STEM Criteria

Science

Yes

Technology

No

Engineering

Yes

Math

No