A performance indicator of teaching quality in higher education: The Course Experience Questionnaire

TLDR

Higher‑education performance indicators have focused on research outputs, largely ignoring teaching functions. The study develops a student evaluation instrument to measure teaching performance of academic units. The instrument, the Course Experience Questionnaire, is grounded in a teaching‑learning theory and is described in detail. The CEQ demonstrates reliable statistical properties, discriminates between courses, and provides a useful measure of perceived teaching quality, though technical and political challenges persist.

Abstract

ABSTRACT Performance indicators (PIs) in higher education have focused chiefly on research outputs. They have largely ignored the teaching function of universities and colleges. This article outlines the development of a student evaluation instrument designed to measure the teaching performance of academic organisational units. The theory of teaching and learning that underlies the Course Experience Questionnaire (CEQ) is described. The instrument's statistical qualities and its ability to discriminate intelligibly between different courses are discussed in the context of results from national trials in Australian higher education. The principal conclusion reached is that the CEQ offers a reliable, verifiable and useful means of determining the perceived teaching quality of academic units in systems of higher education that are based on British models. Several technical and political issues remain unresolved in its application as a PI.