Form A
(Small Lecture/ Discussion)

Designed for lecture courses with the opportunity for discussion. Items emphasize the clarity and quality of information transmitted, as well as the nature of the interaction between instructor and student.

Form B
(Large Lecture)

Designed for traditional lecture courses. Items emphasize the quality of course organization and information transmitted rather than in-class interaction between the instructor and the student.

Form C
(Seminar/Discussion)

Designed for classes that include a minimal amount of formal lecturing by the instructor. The items emphasize quality of discussion as well as course organization and interest level.

Form D
(Problem Solving)

Designed for classes teaching problem-solving or heuristic methods. Clear explanations, dealing with student difficulties, and quality of the problems that the course addresses are emphasized.

Form E
(Skill Acquisition)

Designed for classes in which students get "hands on" experiences, such as courses in clinical nursing, foreign languages, and social-work field experience.

Form F
(Quiz Section)

Designed for discussion sections that are usually taught by graduate teaching assistants, in conjunction with a lecture class taught by a regular faculty member. Items focus on the ability of the quiz section instructor to interact with students and provide clear and useful explanations.

Form G
(Lectures/Assignments)

Designed for use in large lecture classes (such as those in math) which rely heavily on homework problems and a textbook. Emphasis is on the instructor's ability to communicate with students and the value of assigned problems and readings.

Form H
(Lab)

Designed to evaluate lab classes generally taught in conjunction with classes in the physical sciences. Items emphasize the instructor's ability to introduce meaningful questions, assist students, and deal with unexpected problems.

Form I
(Distance Learning)

Designed for use in learning environments where students are not physically present in a traditional setting such as a classroom. Items relate to the instructor's responsiveness and the quality of support material.

Form J
(Clinical/Studio)

Designed to evaluate instruction provided through clinical or hands-on experience rather than traditional academic coursework. Such courses are often found in the health professions or the arts. Items focus on the instructor's ability to provide information, stimulate learning, and demonstrate skills.

Form K
(Project/Studio)

Designed for courses in which students work autonomously or in small groups to produce artistic, graphic, or other products. Items on this form emphasize student development of skills and effective instructor guidance and feedback.

Form L
(English as a Second Language)

Designed for use with English language learners, this form differs from other forms in language, formatting, the inclusion of demographic items, and the elimination of items 1-4, which are common to among other forms.

Form M
(Study Abroad)

Designed for use in courses taught abroad. Items relate to academic aspects of the course as well as the unique contribution of student experiences abroad to the student’s learning.

Form X
(Educational Outcomes)

Designed to be used across all course types. This form includes fewer items about instructional processes and adds items relating to educational outcomes of the course.

Student Comments

Four open ended questions ask whether the course was intellectually challenging, which aspects of the course contributed to or detracted from learning, and how the course could be improved.