Formulating Qualitative Assessment Questionnaires Appropriate to

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Questions: AcademicsExample I – Consumer-based questionsRate the professor*• Quality of instruction• Attitude towards studentsCBQ• Accessible to students?Example II – Ethnocentric questionsPlease rate each course according to the following criteria:• Quality of the course*• Appropriateness of exams/assignments*• Level of difficulty as compared to home university course***Sliding scale from 1-5 (from Exceptional to Poor)**Sliding scale from 1-3 (from More Difficult to Less Difficult)ECQ
Questions: AcademicsExample III– Goal-based questions• Classes provided me with a greater depth of knowledge andunderstanding pertinent to my liberal arts education.Strongly agree / Agree / Not sure / Disagree• The program facilitated my ability to perceive the influence of cultureon myself and on others, and to interpret meaning from within acultural context.Strongly agree / Agree / Not sure / Disagree• The program motivated me to observe my own behavior and modifyit so that it becomes appropriate to culturally different situations.Strongly agree / Agree / Not sure / DisagreeGBQ
Page 1 and 2: Alignment and AccountabilityFormula
Page 3 and 4: Reconciliation of OppositesSatisfac
Page 5 and 6: Reconciliation of OppositesDifficul
Page 7 and 8: Reconciliation of OppositesStudent
Page 9 and 10: Reconciliation of OppositesCriteria
Page 11 and 12: Assessing “Quality”in a Cross-C
Page 13 and 14: Assessing “Quality”in a Cross-C
Page 15 and 16: Aligning Actions and Ideals1Intenti
Page 17 and 18: Engaging the ProcessConfirm the pro
Page 19 and 20: Part II: Aligning Components,Goals,
Page 25 and 26: Part III:The Ideal Student Componen
Page 31 and 32: RecapEvaluating the questions thems
Page 33: Questions: Overall ProgramExample I
Page 37 and 38: Questions: HousingExample III- Goal
Page 39 and 40: Sample Program DescriptionSemester-
Page 41 and 42: Benefits to the ProfessionThe proce

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