using surveys to assess student learning a simple guide

Using Surveys To Assess Using Surveys To Assess Student LearningStudent Learning

A Simple GuideA Simple Guide

What Is A Survey?What Is A Survey?A survey is a method of A survey is a method of measurement by which measurement by which respondents offer their respondents offer their opinions in respect to opinions in respect to specific questionsspecific questionsAnswers are usually limited Answers are usually limited to certain questions and to certain questions and are measured on a specific are measured on a specific scalescaleSurveys can also contain Surveys can also contain open-ended questions that open-ended questions that lead to qualitative analysis, lead to qualitative analysis, which can then lead to a which can then lead to a comparison with closed-comparison with closed-ended responsesended responses

Why Use Surveys to Assess Why Use Surveys to Assess Student Learning?Student Learning?

It is usually convenientIt is usually convenientAllows departments to limit Allows departments to limit questions to certain objectives, questions to certain objectives, allowing for more efficient allowing for more efficient analysisanalysisSeveral surveys can be Several surveys can be comparatively analyzed to comparatively analyzed to detect themes (triangulation)detect themes (triangulation)Results can be easily Results can be easily summarizedsummarizedResults can be compared with Results can be compared with open-ended responses and/or open-ended responses and/or interviews to detect themesinterviews to detect themesCan be used with direct Can be used with direct assessments of student assessments of student learning to comparatively learning to comparatively analyze for themes (surveys analyze for themes (surveys are not considered methods of are not considered methods of direct assessment of student direct assessment of student learning)learning)

Outline of This PresentationOutline of This Presentation1.1. Survey TypesSurvey Types2.2. Knowing Purpose of Knowing Purpose of

SurveySurvey3.3. Designing StructureDesigning Structure4.4. Designing Scale(s)Designing Scale(s)5.5. Writing QuestionsWriting Questions6.6. Defining RespondentsDefining Respondents7.7. Identifying AudienceIdentifying Audience8.8. Analyzing ResultsAnalyzing Results9.9. Presenting ResultsPresenting Results10.10. Defining PeriodicityDefining Periodicity11.11. TriangulatingTriangulating12.12. Plan for Effective UsePlan for Effective Use

Types of SurveysTypes of Surveys

1.1. Student SurveysStudent Surveys

2.2. Alumni SurveysAlumni Surveys

3.3. Employer SurveysEmployer Surveys

4.4. Performance SurveysPerformance Surveys

5.5. Field Experience SurveysField Experience Surveys

6.6. Internship SurveysInternship Surveys

Example of Employer SurveyExample of Employer SurveyStudent Teacher Survey Indiana State University

Demographic Data. Please check the box that most accurately represents your current student teaching position.

1. Your student teaching position? 1 Early Childhood Education 2 Middle Childhood Education 3 Junior High/Middle School Education 4 Secondary Education 5 Special Education 6 Speech Language Pathology 7 Other ___________________________

2. Your college-based preparation for teaching? Check all that apply.

1 Early Childhood Education 2 Middle Childhood Education 3 Junior High/Middle School Education 4 Secondary Education 5 Special Education 6 Speech Language Pathology 7 None of these

3. During your student teaching experience, did you teach the subject area for which you were prepared at ISU?

1 Yes 2 No

4. Please indicate the year you plan to graduate from ISU. __________

5. What is your teaching area(s)? Check all that apply. 1 Art 2 Computer Education 3 Driver’s Education 4 Elementary Education 5 English Education 6 Foreign Languages 7 Family & Consumer Science 8 Mathematics Education

9 Music Education 10 Reading 11 School Media Services 12 Science Education 13 Social Studies Education 14 Special Education 15 Speech Communication and Theater

16 Business Education 17 Health and Safety Education 18 Physical Education 19 Technology Education 20 Vocational Trade/Industrial Technology 21 Other __________________

Please circle the number that most closely represents your assessment about how well Indiana State University prepared you for each item listed below.

Poorly Prepared Somewhat Prepared Well Prepared Very Well Prepared


1 2 3 4

6. Design units of instruction that focus on the content standards for schools in Indiana

1 2 3 4

10. Use technology as an integral part of your instruction to support and extend student learning

1 2 3 4

7. Design classroom assessments that are aligned with Indiana content standards

1 2 3 4

11. Design and use formative assessments that give purposeful feedback to students

1 2 3 4 8. Create meaningful learning

experiences based on content knowledge

1 2 3 4

12. Use teaching approaches that are sensitive to diverse learners

1 2 3 4

9. Assess your own professional growth needs to develop a meaningful professional development plan

1 2 3 4

13. Use information about the community and student backgrounds to design relevant learning experiences

Demographic and program information

Questions are designed on a four-point scale. Notice that the questions begin with verbs. The faculty expressed concerns in an assessment retreat about the four-point scale, preferring instead to insert a neutral point between 2 and 3

Know Your PurposeKnow Your Purpose1.1. Is there a reason for Is there a reason for

performing the survey?performing the survey?2.2. Given that the use of Given that the use of

surveys can be time-surveys can be time-consuming and consuming and expensive, is this the expensive, is this the best method of assessing best method of assessing student learning?student learning?

3.3. Can survey questions be Can survey questions be aligned with program aligned with program objectives?objectives?

4.4. Can survey questions be Can survey questions be aligned with student aligned with student learning objectives?learning objectives?

5.5. Can survey questions be Can survey questions be aligned with aligned with accreditation standards?accreditation standards?

Designing Survey StructureDesigning Survey StructureKnow the general Know the general format. Is it format. Is it convenient, or is it convenient, or is it an eyesore?an eyesore?

Location of Location of question itemsquestion items

Location of scalesLocation of scales

Location of Location of boxes/sectionsboxes/sections

Designing ScalesDesigning ScalesChoose Type of ScaleChoose Type of Scale

– Likert or likert-Likert or likert-type scaletype scale

– RankingsRankings– Importance ScaleImportance Scale– Link to what kind Link to what kind

of analysis is of analysis is desireddesired

Write Survey QuestionsWrite Survey QuestionsUsually good to begin Usually good to begin with active verbs, or at with active verbs, or at a minimum words other a minimum words other than “the,” “a,” etc.than “the,” “a,” etc.Beware of general Beware of general concerns associated concerns associated with survey question with survey question writingwriting– Double-barreled Double-barreled

questionsquestions– Double negativesDouble negatives– Loaded termsLoaded terms– Assumed knowledgeAssumed knowledge– VaguenessVagueness– Lingo/use of unfamiliar Lingo/use of unfamiliar

terminologyterminology

Example: Survey Prior to RevisionExample: Survey Prior to RevisionGraduate Student Survey Indiana State University

Demographic Data. Please check the box that most accurately represents your situation.

1. Your present teaching position? 1 Early Childhood Education 2 Elementary Education 3 Junior High/Middle School Education 4 Special Education 5 Other ____________________ 6 Not involved in education right now

2. Your college-based preparation for teaching? Check all that apply

1 Early Childhood Education 2 Middle Childhood Education 3 Junior High/Middle School Education 4 Special Education 5 None of these

3. Were you formally prepared for all areas in which you are teaching?

1 Yes 2 No

4. Are you teaching on a limited license?

1 Yes 2 No

5. Please indicate the year you graduated from ISU __________

6. What is your teaching area(s)? Check all that apply 1 Art 2 Computer Education 3 Elementary Education 4 English Education 5 Foreign Languages 6 Mathematics Education

7 Music Education 8 Reading 9 School Media Services 10 Science Education 11 Social Studies Education 12 Special Education

13 Health and Safety Education 14 Physical Education 15 Technology Education 16 Other___________________



Not Very Important Somewhat Important Important Very Important

1 2 3 4

7. Use knowledge of child development and relationships with students and families to plan instruction based on abilities, interests, and needs.

1 2 3 4

How important is this skill?

1 2 3 4

8. Use knowledge of subject matter and curriculum to design developmentally appropriate lessons within and across the disciplines.

1 2 3 4


1 2 3 4

9. Establish caring, inclusive, stimulating and safe environment that facilitates learning, collaboration, independence, and intellectual risk taking.

1 2 3 4


1 2 3 4 10. Help students learn to respect

individual and group differences.

1 2 3 4 How important is this skill?

1 2 3 4

11. Use a variety of methods, strategies, and materials to promote development, learning, and cooperation.


1 2 3 4 12. Work with colleagues to improve

schools, programs, and practice.


Please continue on next page

Questions 1 through 6 ask respondents to share information about themselves; analysis can then focus on questions averages and means in respect to each. Faculty suggested inserting “elementary education” in #2, and deleting some questions altogether. Faculty also suggested a question asking students to identify how far through a program they had progressed.

Several faculty were concerned about the 4-point scale and suggested the insertion of a middle point.

Example: Survey After First RevisionExample: Survey After First RevisionGraduate Student Survey Indiana State University

Demographic Data. Please check the box that most accurately represents your situation.

1. Your present teaching position is in what area? 1 Early Childhood Education 2 Elementary Education 3 Junior High/Middle School Education 4 Special Education 5 Other ____________________ 6 Not involved in teaching right now

2. Your undergraduate preparation for teaching was in what areas? Check all that apply 1 Early Childhood Education 2 Elementary Education 3 Junior High/Middle School Education 4 Secondary Education 5 Special Education 6 None of these

3. Are you currently enrolled in the Transition to Teaching program?

1 Yes 2 No

4.About what percentage of your courses are taken on-line? 1 Less than 25% 2 About 50% 3 More than 50%

5. About how many graduate credit hours will you have completed by the end of this semester? 1 Less than 15 graduate credits 2 More than 15 graduate credits

6. What is your teaching area(s)? Check all that apply 1 Art 2 Computer Education 3 Early Childhood Education 4 Elementary Education 5 English Education 6 Foreign Languages 7 Mathematics Education

8 Music Education 9 Reading 10 School Media Services 11 Science Education 12 Social Studies Education 13 Special Education

14 Health and Safety Education 15 Physical Education 16 Technology Education 17 Other___________________


1 Very Poorly Prepared 2 Poorly Prepared 3 Somewhat Prepared 4 Well Prepared 5 Very Well Prepared

1 Not At All Important 2 Not Important 3 Somewhat Important 4 Important 5 Very Important

1 2 3 4 5

7. Using knowledge of child/adolescent development and relationships with students and families to plan instruction based on abilities, interests, and needs.

1 2 3 4 5


1 2 3 4 5

8. Using knowledge of subject matter and curriculum to design developmentally appropriate lessons within and across the disciplines.

1 2 3 4 5


1 2 3 4 5

9. Establishing caring, inclusive, stimulating and safe environment that facilitates learning, collaboration, independence, and intellectual risk taking.

1 2 3 4 5


1 2 3 4 5 10. Helping students learn to respect individual and group differences.

1 2 3 4 5 How important is

this skill?

1 2 3 4 5

11. Using a variety of methods, strategies, and materials (including technology) to promote development, learning, and cooperation.

1 2 3 4 5 How important is this skill?

Elementary education was included in #2, question #4 included a question about on-line courses, and #5 about how far students had progressed through the graduate program.

Note insertion of mid point and changes in meaning of 1 through 5 (in black box). Also note inclusion of –ing words to begin each sentence in each question.

Define RespondentsDefine Respondents1.1. Who are the respondents?Who are the respondents?2.2. How will they be How will they be

contacted?contacted?3.3. How to maximize How to maximize

response rate?response rate?

Answers to these questions Answers to these questions will provide guidelines for will provide guidelines for problem solving. problem solving. Identifying problems after Identifying problems after attempting assessment attempting assessment might provide for might provide for “lessons learned,” but will “lessons learned,” but will not quench a need to not quench a need to generate useful generate useful assessment data.assessment data.

Identify AudienceIdentify Audience1.1. Who will use this Who will use this

information?information?2.2. Will questions on Will questions on

survey enable survey enable audience to create audience to create meaning?meaning?

3.3. In what ways will the In what ways will the survey facilitate focus survey facilitate focus on findings, and on findings, and thereby encourage thereby encourage discussion about how discussion about how to improve student to improve student learning in respect to learning in respect to program objectives?program objectives?

Analyze ResultsAnalyze ResultsSurvey questionnaires Survey questionnaires often pre-determine often pre-determine the kinds of analysis the kinds of analysis that can be conductedthat can be conductedTypes of analyses:Types of analyses:– Descriptive statistics Descriptive statistics

(means, medians, etc.)(means, medians, etc.)– Correlation analysisCorrelation analysis– Regression and logistic Regression and logistic

regressionregression– ANOVAANOVA– Graphs: Bar, Boxplots, Graphs: Bar, Boxplots,

ANOVA, etc.ANOVA, etc.

Example of Tabular InformationExample of Tabular Information

NN MinimumMinimum MaximumMaximum MeanMean[2][2] Std. DeviationStd. Deviation[3][3]

Q6: Designing units of instructionQ6: Designing units of instruction 182182 11 44 3.29*3.29* .825.825

Q7:Designing classroom Q7:Designing classroom assessmentassessment 182182 11 44 3.093.09 .839.839

Q8:Creating meaningful learning Q8:Creating meaningful learning experiences based on content experiences based on content knowledgeknowledge

183183 11 44 3.34*3.34* .675.675

Q9: Assessing own professional Q9: Assessing own professional growth needsgrowth needs 183183 11 44 3.103.10 .822.822

Q10: Using technologyQ10: Using technology 183183 11 44 3.003.00 .908.908

Q11: Designing and using Q11: Designing and using formative assessmentsformative assessments 183183 11 44 2.982.98 .795.795

Q12: Using teaching approaches Q12: Using teaching approaches that are sensitive to diverse that are sensitive to diverse learnerslearners

182182 11 44 3.233.23 .820.820

Q13: Using information about Q13: Using information about community and student community and student backgroundsbackgrounds

183183 11 44 2.902.90 .842.842

Q14: Using multiple teaching Q14: Using multiple teaching strategiesstrategies 181181 11 44 3.34*3.34* .724.724

Q15: Designing learning Q15: Designing learning environment to actively engage environment to actively engage studentsstudents

181181 22 44 3.40*3.40* .672.672

Q16: Serving as a respected role Q16: Serving as a respected role modelmodel 181181 22 44 3.66*3.66* .508.508

Q17: Designing developmentally Q17: Designing developmentally appropriate learning tasksappropriate learning tasks 181181 11 44 3.40*3.40* .697.697

Q18: Working collegially with peersQ18: Working collegially with peers 181181 11 44 3.32*3.32* .728.728

Q19: Mediating student learningQ19: Mediating student learning 181181 11 44 3.203.20 .736.736

Q20: Designing and using Q20: Designing and using classroom assessmentsclassroom assessments 180180 11 44 3.073.07 .759.759

Q21: Reflecting on teachingQ21: Reflecting on teaching 181181 22 44 3.41*3.41* .641.641

Q22: Engaging students in Q22: Engaging students in problem-based learningproblem-based learning 179179 11 44 3.223.22 .729.729

Q23: Developing productive Q23: Developing productive relationships with parents or relationships with parents or guardiansguardians

179179 11 44 2.852.85 .925.925

Valid N (listwise)Valid N (listwise) 176176

More than 180 surveys were inputted onto Excel. Results show minimum and maximum scores, means and standard deviations for faculty review. Means that had medians of 4 (the highest value on the survey) were noted with asterisk (*); all others had median of 3. Results were shared with faculty which then discussed findings.

Example of Graphical InformationExample of Graphical Information

2002 2003 2004 2005

GRAD_YR

2.8

2.9

3

3.1

3.2

3.3

3.4

3.5

Me

an

of

Q9

When respondents note themselves by year, question averages can be placed on graph. This is especially helpful when faculty are interested in viewing trends over years. In this case, survey were originally placed in an Excel spreadsheet, then imported on SPSS, where a “means plots” (under ANOVA) was run.

Present ResultsPresent Results1.1. Limit results to interest of Limit results to interest of

your audienceyour audience2.2. Limit results to significant Limit results to significant

findings; often statistical findings; often statistical analysis will help with analysis will help with identification of these identification of these findings, although findings, although familiarity with institutional familiarity with institutional history and program history and program objectives is helpfulobjectives is helpful

3.3. Focus on Focus on bothboth strengths strengths and weaknesses revealed and weaknesses revealed from findingsfrom findings

4.4. Keep in mind that purpose Keep in mind that purpose of presentation is not to of presentation is not to discuss statistics and discuss statistics and methodology, but to methodology, but to encourage discussion about encourage discussion about what to do about findingswhat to do about findings

5.5. Keep it simple!Keep it simple!

Define PeriodicityDefine PeriodicityIt is very important It is very important that faculty, program that faculty, program directors, and directors, and department chairs department chairs manage assessment manage assessment on a regular basison a regular basisCollect, summarize, Collect, summarize, present, and produce present, and produce action items (based action items (based on assessment) on a on assessment) on a regular scheduleregular schedule

TriangulateTriangulateIt is often helpful to It is often helpful to use several different use several different sources of information sources of information (surveys and other (surveys and other assessments) so that assessments) so that common themes can common themes can be detected from be detected from different sourcesdifferent sourcesTriangulation means Triangulation means that these themes are that these themes are detected from different detected from different sources (preferably sources (preferably detected in faculty detected in faculty meetings)meetings)

Example: SummariesExample: Summaries Assessment: Graduate Assessment: Graduate

Student SurveysStudent SurveysAssessment: Graduate Assessment: Graduate

Alumni SurveysAlumni SurveysAssessment: Assessment:

Graduate Graduate Employer SurveysEmployer Surveys

Assessment: Expert Assessment: Expert PanelPanel

NBPTS 1: Teachers Are Committed to Students and Their LearningNBPTS 1: Teachers Are Committed to Students and Their Learning

1.1: Teachers 1.1: Teachers recognize recognize individual individual differences in differences in their students their students and adjust their and adjust their practice practice accordinglyaccordingly

q21, "providing multiple q21, "providing multiple paths to learning paths to learning school subjects, school subjects, themes and topic" themes and topic" (4-"well prepared")(4-"well prepared")

q8: "Using a variety of q8: "Using a variety of methods, strategies, methods, strategies, and materials to and materials to promote promote development, development, learning and learning and cooperation" (3.29--cooperation" (3.29--satisfactory); satisfactory);

q5: "Using a variety of q5: "Using a variety of methods, strategies, methods, strategies, and materials to and materials to promote promote development, development, learning and learning and cooperation" (4.14--cooperation" (4.14--good); good);

Graduate students know Graduate students know about a wide range about a wide range of research-based of research-based pedagogies--expert pedagogies--expert panel average was panel average was 3.7 3.7 (satisfactory/well (satisfactory/well prepared)prepared)

1.2: Teachers have an 1.2: Teachers have an understanding understanding of how students of how students develop and develop and learnlearn

q7: "Using knowledge of q7: "Using knowledge of child/adolescent child/adolescent development and development and relationships with relationships with students and students and families to plan families to plan instruction based instruction based on abilities, on abilities, interests and interests and needs" (3.0--needs" (3.0--satisfactory)satisfactory)

q4: "Using knowledge of q4: "Using knowledge of child/adolescent child/adolescent development and development and relationships with relationships with students and families students and families to plan instruction to plan instruction based on abilities, based on abilities, interests and needs" interests and needs" (3.14--satisfactory)(3.14--satisfactory)

q1: "Using knowledge of q1: "Using knowledge of child/adolescent child/adolescent development and development and relationships with relationships with students and students and families to plan families to plan instruction based on instruction based on abilities, interests abilities, interests and needs" (4--well and needs" (4--well prepared)prepared)

Graduate students know Graduate students know how to teach based how to teach based upon what is upon what is developmentally developmentally appropriate--expert appropriate--expert panel average was panel average was 3.8 3.8 (satisfactory/well (satisfactory/well prepared)prepared)

1.3: Teachers treat 1.3: Teachers treat students students equitablyequitably

q9: "Establishing caring, q9: "Establishing caring, inclusive, inclusive, stimulating and stimulating and safe environments safe environments that facilitate that facilitate learning, learning, collaboration, collaboration, independence, and independence, and intellectual risk intellectual risk taking" (4.0--"well taking" (4.0--"well prepared")prepared")

q6: "Establishing caring, q6: "Establishing caring, inclusive, stimulating inclusive, stimulating and safe and safe environments that environments that facilitate learning, facilitate learning, collaboration, collaboration, independence, and independence, and intellectual risk intellectual risk taking" (3.0--taking" (3.0--satisfactory)satisfactory)

q3: "Establishing caring, q3: "Establishing caring, inclusive, inclusive, stimulating and safe stimulating and safe environments that environments that facilitate learning, facilitate learning, collaboration, collaboration, independence, and independence, and intellectual risk intellectual risk taking" (3.0--taking" (3.0--satisfactory)satisfactory)

Graduate students have Graduate students have developed a developed a recognition of recognition of professional ethics professional ethics of their discipline--of their discipline--expert panel expert panel average was 4 (well average was 4 (well prepared)prepared)

1.4: Teachers' mission 1.4: Teachers' mission extends beyond extends beyond developing the developing the cognitive cognitive capacity of their capacity of their studentsstudents

q19: "Helping students q19: "Helping students explore important explore important life issues, and life issues, and world issues" world issues" (3.0---satisfactory)(3.0---satisfactory)

q19: "Helping students q19: "Helping students explore important life explore important life issues, and world issues, and world issues" (2.57--issues" (2.57--satisfactory)satisfactory)

q16: "Helping students q16: "Helping students explore important explore important life issues, and life issues, and world issues" (3.43--world issues" (3.43--satisfactory)satisfactory)

Graduate students Graduate students appreciate how appreciate how knowledge is linked knowledge is linked to other disciplines--to other disciplines--expert panel expert panel average was 3.4 average was 3.4 (satisfactory).(satisfactory).

Graduate student, alumni, and employer survey results in respect to a specific standard are listed. When placed on a grid, general comparative themes may be detected by faculty.

Example: Summary Statements Based on TriangulationExample: Summary Statements Based on Triangulation

Assessment Summary: Teacher Candidate Strengths and WeaknessesAssessment Summary: Teacher Candidate Strengths and Weaknesses

Strengths:Strengths: Weaknesses:Weaknesses:

Teacher candidates can clearly explain important Teacher candidates can clearly explain important principles and concepts delineated in principles and concepts delineated in professional, state, and institutional standardsprofessional, state, and institutional standards

Teacher candidates need more instruction and Teacher candidates need more instruction and practice in working with parents and guardianspractice in working with parents and guardians

Teacher candidates reflect on their practice and Teacher candidates reflect on their practice and make necessary judgmentsmake necessary judgments

Teacher candidates should learn more about and Teacher candidates should learn more about and practice pedagogical skillspractice pedagogical skills

Teacher candidates know how their students learnTeacher candidates know how their students learn Teacher candidates need more training on behavior Teacher candidates need more training on behavior management and student disciplinemanagement and student discipline

Teacher candidates recognize when their own Teacher candidates recognize when their own dispositions may need to be adjusteddispositions may need to be adjusted

Teacher candidates need to know more about their Teacher candidates need to know more about their communities, and working within communities to communities, and working within communities to enhance student learningenhance student learning

Teacher candidates need more knowledge of Teacher candidates need more knowledge of assessments, and in accurately using those assessments, and in accurately using those assessments in the classroomassessments in the classroom

These general themes are then listed on a chart of strengths and weaknesses and shared with program or department faculty, who then discuss actions that might be taken to further enhance student learning outcomes and/or program objectives.

Creating Meaning and Closing the Creating Meaning and Closing the Loop!Loop!

Ideally, faculty play a role Ideally, faculty play a role in designing surveys, in designing surveys, reviewing their use, reviewing their use, analyzing data, and analyzing data, and producing findingsproducing findingsImportant note: Survey Important note: Survey findings can only be useful findings can only be useful in assessment if they lead in assessment if they lead to general findings about to general findings about student learning and student learning and program objectivesprogram objectivesImportant also: Any Important also: Any assessment can only be assessment can only be useful if it leads to useful if it leads to documented action that documented action that leads to enhancement of leads to enhancement of student learning and/or student learning and/or program objectivesprogram objectives

Concluding RemarksConcluding Remarks

1.1. Survey assessments are considered indirect assessments. Therefore, it is best Survey assessments are considered indirect assessments. Therefore, it is best to compare findings with direct assessments of student learningto compare findings with direct assessments of student learning

2.2. Survey assessments can be very useful for observing what students believe Survey assessments can be very useful for observing what students believe they are learning, what alumni feel that have learned, and how well employers they are learning, what alumni feel that have learned, and how well employers feel graduates have been preparedfeel graduates have been prepared

3.3. Survey assessments create very useful findings if a program or department is Survey assessments create very useful findings if a program or department is concerned about the quality of student preparation (i.e., employer, mentor, or concerned about the quality of student preparation (i.e., employer, mentor, or internship surveys). internship surveys).

4.4. Open-ended survey responses can also be analyzed to detect trends or Open-ended survey responses can also be analyzed to detect trends or concerns. Although not a focus of this analysis, useful information can be gained concerns. Although not a focus of this analysis, useful information can be gained through the systematic analysis of open-ended questions.through the systematic analysis of open-ended questions.

using surveys to assess student learning a simple guide

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