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)

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)

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

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

Carrick Project Compiled available data during 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

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?

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 institution’s system for data collection. Influence the delivery of the GDS if you possibly can