With reference to the presage-process-product model of student learning (Prosser & Trigwell, 1999), the Student Learning Experience Questionnaire (SLEQ) is developed to mainly assess a range of students’ perceptions related to learning and teaching and students’ perceptions of their achievement of the University’s educational aims. Questionnaire development and revision have gone through piloting and focus group discussions to ensure the clarity and the robustness of the developed / revised questions.
The survey findings are analysed at institutional, Faculty, Department, curriculum and programme levels. Within cohort, longitudinal tracking is conducted on the individual students who took the survey at their freshman and senior years. Across cohorts, cross-sectional comparisons are performed over years. Comparisons are also made between students from different cultural and educational backgrounds and in various study modes. Students’ written comments are processed and analysed in different themes.
Additionally, both quantitative and qualitative findings are reported by themes, such as, on academic advising, Common Core curriculum, eLearning, English language enhancement and residential education, in support of the enhancement of students’ learning experiences.
The psychometric properties of the instruments have been regularly examined to provide evidence on reliability and validity in support of the reported scores. Good reliability and validity are demonstrated through psychometric analyses based on classical test theory and modern measurement theory. Additionally, studies have been performed to continuously collect validity evidence and to develop innovative methodology, such as, examining the measurement invariance/ equivalence of the SLEQ (Zhao, Huen & Prosser, 2017) and quantifying learning gains using a more accurate measure (Zhao, Huen & Chan, 2016).
Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham, PA: Society for Research into Higher Education & Open University Press.
Zhao, Y., Huen, J.M.Y. & Chan, Y.W. (2016). Measuring longitudinal gains in student learning: A comparison of Rasch scoring and summative scoring approaches. Research in Higher Education. doi: 10.1007/s11162-016-9441-z.
Zhao, Y., Huen, J.M.Y., & Prosser, M. (2017). Comparing perceived learning experiences of two concurrent cohorts under curriculum reforms in Hong Kong: A multiple-group confirmatory factor analysis approach. Quality Assurance in Education. In press.