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Classroom Assessments


QEP Pre-Activity Report-Word Document (.rtf) [You will need to click "Enable Editing" at the top of the form.]

QEP Post-Activity Report-Word Document (.doc) [You will need to click "Enable Editing" at the top of the form.]

The forms above can be saved to your computer, completed, then submitted to the QEP office as an email attachment:

Fall 2015 QEP participation acknowledgment and form submission deadlines:

  • January 22:         Send an email which acknowledges your participation in the QEP activities.
  • February 15:       Submit the Pre-Activity Report form to the QEP office
  • April 22:               Submit the Post-Activity Report form to the QEP office.

QEP Student Engagement Survey (two forms per page) This form is for printing only.

The Semantic Differential (otherwise known as the Student Engagement Survey)

The rating scale used to measure a student’s attitude and/or opinion about engagement is called a semantic differential. It’s connotatively “semantic” because of the descriptive nouns used and “differential” because the nouns in each scale are polar (opposite-meanings).

Semantic differential scales are reliable and widely used when a researcher is looking for a statistical measure of the perceived attitude/opinion about a concept, object or event.

Here we are looking to see what our students generally think about engagement following an activity. We are looking at three levels: (1) how engaging is the activity, (2) how easy is the activity, and (3) how beneficial is the activity.

The polar scales used are fairly straightforward, as researchers have used them for many years. In its simplest form, the researcher must have a minimum of two paired adjectives of similar connotative meaning to measure an attitude (i.e., engaging-boring and exciting-dull). The researcher also must alternate the positive term on the left hand side of the scale to avoid any pattern response.