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ERIC Number: ED146825
Record Type: RIE
Publication Date: 1977-Aug
Pages: 95
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Development and Use of the Program Evaluation Survey (PES): A Measure of Student Majors' Perceptions of and Satisfaction with Their Academic Department.
Bessai, Judith; And Others
The Program Evaluation Survey (PES) was developed to measure student perceptions of and satisfaction with the instructional, curricular, advising, and operational phases of an academic department. The monograph is a report of a series of studies conducted to determine the validity and usefulness of the PES designed to provide both formative evaluation information to departmental faculty and summative information to campus committees and administration. This 24-item survey, developed for use in a cyclical departmental review process, has been administered to over 7,000 undergraduate and 3,000 graduate majors in 48 academic departments at the University of Illinois, Urbana-Champaign. Hierarchical factor analysis indicates that the items measure student satisfaction with four specific dimensions (value of major, satisfaction with instruction, mentorship, and curricular offerings) and a general dimension (overall satisfaction). Scales associated with the four specific factors are invariant across undergraduates and graduates and are also able to discriminate among departments and identify possible strengths and weaknesses in a department. The correlations between the PES scales and 17 faculty characteristics indicate that student satisfaction was most highly related with faculty membership in college committees. The PES seems to be measuring dimensions of the department that reflect the supportive and facilitative role of the departmental faculty and the challenging role of the department through its faculty, standards, and requirements. (Author/JMF)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Fund for the Improvement of Postsecondary Education (DHEW), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Office of Instructional Resources.