		About us General Information: The Aleamoni Course/ Instructor Evaluation Questionnaire (CIEQ) is a student rating form and statistical analysis package designed for use as part of a program for assessing both course and faculty teaching performance. The CIEQ is the oldest researched, standardized and normed instrument in the country (45 years) having been used in more than 500 colleges and universities both nationally and internationally. It also is the only instrument that contains reliability data for each class processed and converts mean data into normative data-based deciles for easy use and interpretation. The form is designed to provide primarily two kinds of information: (1) diagnostic information for professional enrichment and faculty development; (2) statistical aggregate data, based on appropriate norms, which may be used as one part of the information used in personal decision making. An easy to use online version is also available. Format: The CIEQ rating form is available on a computer scorable answer sheet and/or an easy to use online version, which is divided into five sections. The first section elicits student background information including student level, whether the student is taking the course as an elective, student gender, expected grade, the proportion of students taking the course as a part of their major, and the semester in which the evaluation takes place. The second section consists of three general items which elicit student responses to the course content, the instructor, and the course in general. Ratings in this section are made on a 6-point scale ranging from excellent to very poor. Section three includes 21 statements which represent five subscales or factors labeled General Course Attitude, Method of Instruction, Course Content, Interest and Attention, and Instructor. A sixth scale, Total, provides scores for all items combined. Items are rated on a 4-point scale ranging from agree strongly to disagree strongly. The fourth section provides space for 42 optional items if the instructor wishes to include any additional items. These items may either be selected from an item catalog which is part of the CIEQ system or written by the instructor. The Final section allows for open-ended responses to questions on course content, the instructor, course objectives, papers and home work, examinations, suggested improvements, and an evaluation of the course based upon student satisfaction with the course and student perceptions of its value as an educational experience. To access the CIEQ online version go to "www.netcieq.com". If you want to begin using the CIEQ online version then you will need to contact "webmaster@netcieq.com" and let him know when you are planning on using the link and how many courses you plan on submitting. Results: The results of the CIEQ are presented on a three page output for each course/section in four parts. The first part presents course and instructor identification. The second part presents student background information and results for three general items. Given are the proportion and number responding to each item alternative (and the proportion not responding). The mean and the standard deviation are also presented for each of the general items. The third part lists the responses to the six subscales. Included are the percentage responding, the mean response, the standard deviation, the reliability coefficient (based upon an internal consistency calculation), and a variety of normative comparisons transformed and reported on a 10-point scale. These comparisons include the rank norm (a comparison of the course with all courses given by instructors at the same rank), the level norm (a comparison of the course with all courses at the same course level), the institution norm (a comparison of the course with all courses at the institution), the college norm (a comparison of the course with all other courses in the appropriate college within the institution), the nationwide norm (a comparison of the course to all the courses throughout the US which have used the CIEQ), and the department norm (a comparison of the course with all other courses in the appropriate department) The final part lists each of 21 standard items and gives the proportion and number responding to each alternative, the most favorable response, the mean response, the standard deviation, and the college-wide norm decile (a comparison of the mean response with those obtained throughout the institution) for each item. Special Features: An optional item catalog (Arreola, 2007) is available that contains 525 items divided into 10 categories. The Results Interpretation Manual (Aleamoni, 1993) provides information on scale development and validation, recommended uses and administrative procedures, description and interpretation of results, and decile norm cutoff scores for six subscales and 21 items. Institutions wishing to use the CIEQ may select one of the following options: (1) CIEQ forms may be purchased individually from Comprehensive Data Evaluation Services, Inc. (CODES) and returned for processing, (2) an institution may choose to print and use the CIEQ under a royalty arrangement on their own campus and submit a data file to CODES for processing, and (3) arrange to use the CIEQ online version. Development and Validation: The CIEQ was developed in 1975 through an analysis of the Illinois Course Evaluation Questionnaire (CEQ). The original CEQ was based on an initial pool of over 1000 items collected in the early 1960’s, reduced and refined by a variety of techniques, including factor analysis, to a form containing 50 items (Aleamoni & Spencer, 1973). The current version (Form 76) uses normative data from roughly 15,000 course sections in the United States gathered from 1972 through 1992. Internal consistency reliability coefficients for the five subscales range from .81 to .94 (Aleamoni, 1978). Test-retest reliability range from .92 to .98 for the subscales and the total and from .81 to .94 for individual items (Gilmore, 1973). Aleamoni (1999) reviewed several studies of the CEQ, which are generalizable to the CIEQ. He reported that the CIEQ is not affected by gender, term, curriculum, class size, instructional rank, major/minor, pass/fail, expected grade, and final grade. In addition, the ratings of colleagues and trained judges appear to correlate with CIEQ student ratings (Aleamoni, 1978). Research on the CIEQ has shown it to be a reliable, valid measure of student reactions to the course and instructor. The CIEQ provides meaningful information that may be successfully used in a program of instructional improvement and as part of a comprehensive faculty evaluation system designed to provide data for faculty personnel decisions. For more information or to request a sample packet contact Dr. Lawrence M. Aleamoni at the address above.



About us
 General Information: The Aleamoni Course/ Instructor Evaluation 
 Questionnaire (CIEQ) is a student rating form and statistical  analysis 
 package designed for use as part of a program for assessing both course 
 and faculty teaching performance. The CIEQ is the oldest researched, 
 standardized and normed instrument in the country (45 years) having been 
 used in more than 500 colleges and universities both nationally and 
 internationally.  It also is the only instrument that contains reliability 
 data for each class processed and converts mean data into normative 
 data-based deciles for easy use and interpretation. The form is designed to 
 provide primarily two kinds of information: 
 (1) diagnostic information for professional enrichment and faculty development; 
 (2) statistical aggregate data, based on appropriate norms, which may be 
     used as one part of the information used in personal decision making.  
 An easy to use online version is also available.

 Format: The CIEQ rating form is available on a computer scorable answer 
 sheet and/or an easy to use online version, which is divided into five sections.  
 The first section elicits student background information including student level, 
 whether the student is taking the course as an elective, student gender, expected 
 grade, the proportion of students taking the course as a part of their major, and 
 the semester in which the evaluation takes place. The second section consists of 
 three general items which elicit student responses to the course content, the 
 instructor, and the course in general. Ratings in this section are made on a 
 6-point scale ranging from excellent to very poor. Section three includes 21 
 statements which represent five subscales or factors labeled General Course 
 Attitude, Method of Instruction, Course Content, Interest and Attention, and 
 Instructor. A sixth scale, Total, provides scores for all items combined. Items 
 are rated on a 4-point scale ranging from agree strongly to disagree strongly. 
 The fourth section provides space for 42 optional items if the instructor wishes 
 to include any additional items. These items may either be selected from an item 
 catalog which is part of the CIEQ system or written by the instructor. The Final 
 section allows for open-ended responses to questions on course content, the 
 instructor, course objectives, papers and home work, examinations, suggested 
 improvements, and an evaluation of the course based upon student satisfaction 
 with the course and student perceptions of its value as an educational experience. 
 To access the CIEQ online version go to "www.netcieq.com".  If you want to begin 
 using the CIEQ online version then you will need to contact "webmaster@netcieq.com" 
 and let him know when you are planning on using the link and how many courses you 
 plan on submitting. 

 Results: The results of the CIEQ are presented on a three page output for 
 each course/section in four parts. The first part presents course and instructor 
 identification.  The second part presents student background information and 
 results for three general items. Given are the proportion and number responding 
 to each item alternative (and the proportion not responding).  The mean and the 
 standard deviation are also presented for each of the general items.  The third 
 part lists the responses to the six subscales. Included are the percentage 
 responding, the mean response, the standard deviation, the reliability coefficient 
 (based upon an internal consistency calculation), and a variety of normative 
 comparisons transformed and reported on a 10-point scale. These comparisons 
 include the rank norm (a comparison of the course with all courses given by 
 instructors at the same rank), the level norm (a comparison of the course with 
 all courses at the same course level), the institution norm (a comparison of the 
 course with all courses at the institution), the college norm (a comparison of 
 the course with all other courses in the appropriate college within the 
 institution), the nationwide norm (a comparison of the course to all the courses 
 throughout the US which have used the CIEQ), and the department norm (a comparison 
 of the course with all other courses in the appropriate department) The final part 
 lists each of 21 standard items and gives the proportion and number responding to 
 each alternative, the most favorable response, the mean response, the standard 
 deviation,  and the college-wide norm decile (a comparison of the mean response 
 with those obtained throughout the institution) for each item.

 Special Features: An optional item catalog (Arreola, 2007) is available that 
 contains 525 items divided into 10 categories. The Results Interpretation Manual
 (Aleamoni, 1993) provides information on scale development and validation, 
 recommended uses and administrative procedures, description and interpretation of 
 results, and decile norm cutoff scores for six subscales and 21 items. Institutions
 wishing to use the CIEQ may select one of the following options: (1) CIEQ forms may 
 be purchased individually from Comprehensive Data Evaluation Services, Inc. (CODES) 
 and returned for processing, (2) an institution may choose to print and use the CIEQ 
 under a royalty arrangement on their own campus and submit a data file to CODES
 for processing, and (3) arrange to use the CIEQ online version. 
 
 Development and Validation: The CIEQ was developed in 1975 through an 
 analysis of the  Illinois Course Evaluation Questionnaire (CEQ). The original 
 CEQ was based on an initial pool of over 1000 items collected in the early 
 1960’s, reduced and refined by a variety of techniques, including factor analysis, 
 to a form containing 50 items (Aleamoni & Spencer, 1973).  The current version 
 (Form 76) uses normative data from roughly 15,000 course sections in the United 
 States gathered from 1972 through 1992. Internal consistency reliability 
 coefficients for the five subscales range from .81 to .94 (Aleamoni, 1978). 
 Test-retest reliability range from .92 to .98 for the subscales and the total and 
 from .81 to .94 for individual items (Gilmore, 1973). Aleamoni (1999) reviewed 
 several studies of the CEQ, which are generalizable to the CIEQ. He reported that 
 the CIEQ is not affected by gender, term, curriculum, class size, instructional 
 rank, major/minor, pass/fail, expected grade, and final grade.  In addition, the 
 ratings of colleagues and trained judges appear to correlate with CIEQ student 
 ratings (Aleamoni, 1978). Research on the CIEQ has shown it to be a reliable, valid
 measure of student reactions to the course and instructor. The CIEQ provides 
 meaningful information that may be successfully used in a program of instructional
 improvement and as part of a comprehensive faculty evaluation system designed to 
 provide data for faculty personnel decisions. For more information or to request a 
 sample packet contact Dr. Lawrence M. Aleamoni at the address above.