The Ascend II™ Course Improvement Survey evaluates: (1) whether the student believes the class attained its three primary course objectives, (2) how well the student believes the course satisfied the overall learning objectives of the school, and (3) whether the student believes the instructor performed observable actions which are correlated with effective teaching. Questions were selected that emphasized what the student could observe about the teaching and what they could fairly evaluate from their perspective.

1. The student's belief that they met each of the three primary objectives of the class

2. If the student believes the instructor performed observable actions which are correlated with effective teaching

Did the instructor...

  • challenge the beliefs of the student
  • generate class participation and student relationships
  • motivate students
  • appear organized
  • show flexibility in teaching and using student feedback
  • make the assessments fair and relevant

Adapted from Kember & McNaught (2007)*

Emphasis was given to the questions to ensure instructors get enough information to reach out to more and more students every semester, rather than attempting to evaluate the entire teaching effectiveness of an instructor.

3. How well the student believed the course contributes to the school-wide objectives

Our Ascend II survey factors in five key types of validity: content validity, construct validity, curricula validity, convergent validity and consequential validity.
  • Ensures instructors are teaching course objectives
  • Gives curriculum committees a schoolwide, indirect assessment of learning outcome obtainment
  • Gives you comparison data with other schools that are using it
  • Follow-up questions give instructors concrete suggestions. If another instructor scores low in "Brings up relevant examples," we can ask the student, "Can you give the instructor any real-life or local examples that they can bring up in the class?"
  • Works in conjunction with myFocus™, a tool that helps instructors create action plans and get suggestions from other instructors
  • Instructors will be able to note whether a particular question is especially relevant or irrelevant to their class by using our question applicability indicator tool. Although it will not change the numerical calculations, the instructor's justification (along with an up triangle or down triangle denoting applicability) will be permanently attached to their reports.
A diamond indicates average applicability or a neutral opinion.

*Kember, D. & McNaught, C. (2007). Enhancing university teaching: Lessons from research into award-winning teachers. Routledge.

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