• particular class and lab activities
• tests, graded activities, and assignments
• resources, e.g., the text, readings, the web
• course innovations

• skills
• cognition
• attitudes toward the subject, learning, etc.

The sample questions in each question grouping can be edited and augmented to reflect any set of learning objectives.

After each section, the student is invited to add write-in comments. (In a forthcoming version of the program, a template will be added to allow instructors to categorize and count these additional comments by type.) Students complete the instrument on-line, and instructors to receive a summary of results in both statistical and graphic form.

Q1. HOW MUCH did each of the following aspects of the class HELP YOUR LEARNING?

			NA	Was of no help	Helped a little	Helped	Helped a good deal	Helped a great deal
A.	The class's focus on answering real world questions		NA	1	2	3	4	5
B.	How the class activities, labs, reading, and assignments fitted together		NA	1	2	3	4	5
C.	The pace at which we worked		NA	1	2	3	4	5
D.	The class and lab activities:		NA	1	2	3	4	5
1.		class presentations (including lectures)	NA	1	2	3	4	5
2.		discussions in class	NA	1	2	3	4	5
3.		group work in class	NA	1	2	3	4	5
4.		hands-on class activities	NA	1	2	3	4	5
5.		understanding why we were doing each activity/lab	NA	1	2	3	4	5
6.		written lab instructions	NA	1	2	3	4	5
7.		lab organization	NA	1	2	3	4	5
8.		teamwork in labs	NA	1	2	3	4	5
9.		lab reports	NA	1	2	3	4	5
*10.		specific class activities (list)	NA	1	2	3	4	5
*11.		specific labs/activities (list)	NA	1	2	3	4	5
*12.		specific lab assignments (list)	NA	1	2	3	4	5

Assessment Purposes
Instructors can discover how much each component of their course is seen by their students as contributing to their learning. This allows instructors to adjust their teaching methods to meet student learning needs more effectively. They also have a basis upon which to discuss specific types of learning difficulty with students. Use of the instrument (especially where it is followed by class discussion of the results) encourages students to reflect upon their own learning processes, and to become aware of what (in their own behavior as well as that of the teacher) enables or deters learning.

Limitations
Students must be guaranteed anonymity: student identification is assigned by the program and is used only for the purpose of checking that all members have completed the survey. Instructors may add requests for demographic information like gender, race/ethnicity, and major and look for correlation across those variables. Correlation of student responses to class scores involves additional off-line analysis. Students should be explicitly informed if this step is taken.

Introduction
Description, Purpose, and Limits
Goals, Use, and Instructions
Analysis and Pro/Cons
Theory, Links, and References
The Authors
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