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The Illinois Course Evaluation Questionnaire: a Description of Its Development and a Report of Some of Its Results

IF one assumes that the purpose of education is to change students behavior as a result of some definite course of instruction, then an objective of educational research should be to determine what procedures or techniques best produce the desired behavioral changes. If the desired behavioral changes can be identified and defined then the educational researcher can develop instruments to measure them. Let us also assume that if one does in fact change student behavior, in the specified direction, as a result of a course of instruction, then that course has been effective. If that course has been effective then there could be a large number of elements in that course contributing to its effectiveness, such as the instructor, textbook, homework, course content, method of instruction, student interest, student attention, general student attitude towards the course, etc. Assuming that all of the elements enumerated above can affect, directly or indirectly, student behavior in a course, and assuming that the students are the only ones who are constantly exposed to those elements, then they appear to be the most logical evaluators of the quality and effectiveness of the course elements. In addition, student opinions should indicate areas of rapport, degrees of communication, or the existence of problems and thereby help