COVID-19 Distance Ed Transition - Assessment Item Bank

	A	B	C	D	E	F	G	H	I
1		Item Text	Question Type - Qualitative (open-ended)/ Quantitative (e.g., multiple choice)	Response set (e.g., not at all, slightly, moderately, very much)	Audience	EDUCAUSE Student Technology Survey	Type of instrument	Notes	@dropdown
2	1	In what ways did technology use enhance your instruction and/or course delivery?	Qualitative	Open-ended	Faculty		Interview, focus group, or survey
3	2	What challenges did you face in authenticating student learning?	Qualitative	Open-ended	Faculty		Interview, focus group, or survey
4	3	How would you rate the amount of change to your course's instructional design from pre- to post- COVID...	Quantitative	None; A little; Somewhat; A great deal	Faculty		survey
5	4	Do you think students still achieved the course learning outcomes with the change in delivery?	Quantitative	None; A little; Somewhat; A great deal	Faculty		survey	This is a Yes/No question as stated, so the scale does not really fit.
6	8	What surprised you most about teaching and learning after the transition?			Faculty		Interview, focus group, or survey
7	10	What was most difficult to transfer from F2F to online platform?	Qualitative	Open-ended	Faculty	Instruction	survey
8	12	Did you change how you assessed student work and if so, how?			Faculty		Interview, focus group, or survey
9	13	What did students struggle with the most?			Faculty		Interview, focus group, or survey
10	15	What did students do easily?			Faculty		Interview, focus group, or survey
11	17	If you had to make this transition again, what would you do differently?	Qualitative	Open-ended	Faculty	Instruction, Technology tools, course design	Interview, focus group, or survey
12	19	What learning experiences surprised and pleased you? What were the successes?	Qualitative	Open-ended	Faculty		Interview, focus group, or survey
13	20	Did you modify an assessment (assignment, project, exam format, presentation, etc.)? How did the revised assignment work in this environment (strengths and weaknesses of the process/tool)?	Qualitative	Open-ended	Faculty	Process/Technology	Interview, focus group, or survey
14	21	Did you modify an assessment (assignment, project, exam format, presentation, etc.)? How did the revised assignment work as a learning activity - what was the impact on learning (strengths and weaknesses)?	Qualitative	Open-ended	Faculty	Same question as 19, but focus on impact on learning	Interview, focus group, or survey
15	22	Will you change anything about your future F2F instruction based on your experience with online instruction?	Qualitative	Open-ended	Faculty		Interview, focus group, or survey
16	23	How did you decide which components of your course/experience were essential to continue online, and which could be dropped or minimized?	Qualitative	Open-ended	Faculty		Interview, focus group, or survey	Not sure I have worded 23 and 24 perfectly - trying to get faculty to think about what they absolutely needed to preserve in online teaching, and how that might affect their future approaches.
17	24	Based on the answer to #23: What insights, if any, did this lead to regarding the essence or core learning experiences in your class(es)?	Qualitative	Open-ended	Faculty		Interview, focus group, or survey
18	25	Before the transition, how much of your course was already available online?	Quantitative	Scale	Faculty	Instruction, Technology	Survey	• All course materials were fully online prior to the transition • I had set up a hybrid model with some in-person and some online instruction • I had set up some resources online, but most instruction was in-person • I had nothing set up online • Other:
19	26	Please indicate your level of skill with the following tools before the transition	Quantitative	Scale	Faculty	Instruction, Technology	Survey	No; Low; Some; High. Examples of tools that we use: Moodle, Microsoft Teams, Panopto, OneDrive, OneNote
20	27	Please indicate your level of comfort using the following tools before the transition	Quantitative	Scale	Faculty	Instruction, Technology	Survey	No; Low; Some; High. Examples of tools that we use: Moodle, Microsoft Teams, Panopto, OneDrive, OneNote
21	28	What resources were most helpful to you as you made the transition to online learning?	Qualitative	Open-ended	Faculty	Instruction, Technology	Interview, focus group, or survey
22	29	What resources do you wish you had immediately before the transition that were unavailable to you?	Qualitative	Open-ended	Faculty	Instruction, Technology	Interview, focus group, or survey
23	30	What feedback do you wish you had before, during, and at the end of the quarter about your remote teaching strategies?	Qualitative	Open-ended	Faculty	Instruction, Technology	Interview, focus group, or survey
24	31	What additional training or resource(s) are needed to help faculty improve future efforts for online instruction?	Qualitative	Open-ended	Faculty	Instruction, Technology	Interview, focus group, or survey
25	32	How likely are you to use the following tools for future online instruction and why?	Quantitative/Qualitative	Scale and open-ended	Faculty	Instruction, Technology	Interview, focus group, or survey	Not at all likely; somewhat likely; very likely. Examples of tools that we use: Moodle, Microsoft Teams, Panopto, OneDrive, OneNote
26	37	Which tools did you end up using? For each tool that you used, provide something you learned and a challenge faced	Qualitative/Quantitative	Open-ended	Faculty		Survey	E.g., LMS, Panopto, Zoom, Microsoft Teams, Skype for Business, Google Docs
27	37	Please articulate the difference between instructing remotely and conducting your course online.			Faculty
28	38	To what degree did you conduct your teaching through your campus's learning management system (LMS)- Canvas, Blackboard, etc.?			Faculty		Survey	Answer response option: less than 10% is being done on our/through our LMS 10% to less than 20% is being done on our/through our LMS 20% to less than 30% is being done on our/through our LMS 30% to less than 40% is being done on our/through our LMS ... 100% through my campus LMS
29	39	What percentage of your course was conducted outside of your LMS? In other words, what percentage was done remotely via email, conferencing technology, phone calls, etc.?			Faculty			Answer response options: less than 10% of teaching was done outside of LMS 10% to less than 20%...
30	58	To what extent did the online migration change your expectations of student learnings?	Quantitative	Considerable change to not much change	Faculty	Instruction	survey
31	59	Did you re-evaluate your course learning outcomes for the migration online?	Quantitative	Yes/ No	Faculty	Instruction	survey	Have a follow up open-ended question asking to elaborate.
32	60	Did you experiment with new technologies for the migration?	Quantitative	Yes/ No	Faculty	Instruction	survey	If yes-- display: 1) "What new technologies did you use?" 2) Do you plan on using these technologies post-COVID?
33	61	In what ways did the online migration make you aware of accessibility issues for students?	Qualitative	Open ended	Faculty	Instruction	survey
34	62	Did you participate in any of the provided workshops to support faculty in the online migration?	Quantitative	Yes/ No	Faculty	Instruction	survey	If yes-- display "which workshops did you find most helpful" with a list to select
35	72	How were your professional development activities impacted during this crisis? How will you adapt to get the necessary information/learning/networking that you need to be successful in your career?	Qualitative	Open-ended	Faculty & Staff	Professional development	Survey, focus group, interview	How is everyone coping now that our professional conferences, on-campus learning opportunities, and other ways to engage have been transformed or cancelled entirely?
36	5	What surprised you most about teaching and learning after the transition?	Qualitative	Open-ended	Faculty & Students		Interview, focus group, or survey
37	18	Were your students as tech-savvy as you assumed? What were the challenges from the student perspective - what did students struggle with?	Qualitative	Open-ended	Faculty & Students	Technology	Interview, focus group, or survey	Do faculty perceive student challenges in the same way students do? Are they aware of the obstacles students encounter?
38	33	What were some new things that you were able to do online that were not possible in the face-to-face class?	Qualitative	Open-ended	Faculty & Students	Instruction, Technology	Interview, focus group, or survey
39	51	Do you live in a household with… • Multiple generations (e.g., grandparents) • Adequate broadband access • In a rural setting? • In an urban setting? • A quiet, safe space to study? • Expectations for caregiving for parents, grandparents, and/or siblings? • Expectations for supporting for your family financially? A different time zone that is ill-suited for synchronous (same-time) teaching?	Quantitative	Yes/No	Faculty & Students		Interview, focus group, or survey	Thinking both about students as well as employees as we transition to remote working and learning, how will that impact those who are more vulnerable in terms of equitable access?
40	40	Are you aware of any faculty assigning an "incomplete" for students who were unable to connect to their learning experience via distance?			Faculty, Students, Staff
41	41	What recommendations do you have for assessing the quality of teaching endeavors during the period that your campus was requiring non-F2F teaching options?			Faculty, Students, Staff
42	52	How did you continue to engage in co-curricular programs and activities in the remote transition? What were some challenges that you faced, and what worked well?	Qualitative	Open-ended	Faculty, Students, Staff		Interview, focus group, or survey	Sense of belonging, community
43	55	How did you continue to engage in co-curricular programs and activities in the remote transition? What were some challenges that you faced, and what worked well?			Faculty, Students, Staff			Thinking about advocacy skills based on how someone answers this question in relation to acces question below. Maybe this is two questions. Aware (1) and then Ask for help (2)
44	56	Do you feel the college provided you with enough information		yes/no	Faculty, Students, Staff
45	58	Were the communications from the college clear?			Faculty, Students, Staff
46	59	Were the communications from the college timely?			Faculty, Students, Staff
47	38	What are the best methods for contacting students (once spring break ends and we are officially in “online mode”)?			Staff		Interview, focus group, or survey	Especially ask Registrar and Student Affairs
48	39	What did students struggle with the most?			Staff		Interview, focus group, or survey	Especially ask Registrar and Student Affairs
49	40	What methods seem to be associated with keeping students engaged/linked to the university, and how does this vary by their characteristics (age, year of school, academic motivation, [for freshmen, first semester GPA], etc.)?			Staff		Interview, focus group, or survey	Especially ask Registrar and Student Affairs
50	54	Did you experience challenges with pursuing study abroad or co-op experiences during the remote transition?	Qualitative	Open-ended	Staff & Students
51	6	Overall, how did things go with your classes during the week of March 9th? What worked, what is challenging, what is surprising?	Qualtitative	Open-ended	Students		Interview, focus group, or survey	We went on line March 9th, this was launch on March 13th.
52	7	Do you have access to the technology tools you need? ( 4 questions) 1. regular access to a reliable computer 2. regular access to reliable wifi for the remainder of the semester 3. regular access to a reliable smartphone 4. regular access to a reliable landline	Quantitative	Definitely yes; Probably Yes, Probably not, Defintiely not	Students	technology	survey	We went on line March 9th, this was launch on March 13th.
53	9	Which works better for you, synchronous or asynchronous (everyone works differently, and these different modes have advantages and disadvantages) 1. Synchronous work (classes meet at their set time, regardless of time zone) 2. Asynchronous work (discussion posts, assignments, you pace yourself) 3. Mixed	Qualitative	Open-ended: In what ways does synchronous/asynchronous work better for you?	Students		survey	We went on line March 9th, this was launch on March 13th.
54	11	Please share any other thoughts you have about how we might help you be most successful as a student. Is there anything other than technology that might affect your participation in class over the coming weeks? If so, and if you are comfortable, please share what that might be, and how the University might be able to help.	Qualitatitve	Open-ended	Students		Interview, focus group, or survey	We went on line March 9th, this was launch on March 13th.
55	14	What did you struggle with the most?	Qualitatitve	Open-ended	Students		Interview, focus group, or survey
56	16	What did you do easily?	Qualitatitve	Open-ended	Students		Interview, focus group, or survey
57	34		Quantitative	Agreement scale (5-point)	Students	Instruction, Technology, Accessibility	Survey	The current online course layout is easy to navigate. The current online course layout is consistent. Instructions for completing activities, assignments, and/or readings are clearly stated. Expectations for class participation are clearly stated. I know how I am being graded this quarter. The number of online tools I'm being asked to use is manageable. Times for completing activities are adequate. Times for completing projects are adequate. Times for completing quizzes are adequate. Times for completing exams are adequate.
58	35	Do you have any concerns about accessing resources, including basic needs (food, shelter, medical care), a physical space conducive to learning, psychological care and counseling, a ride, or access to technology that you wish to share with me?	Qualitative	Open-ended	Students		Survey
59	36	Do you have any accessibility requests for me regarding online teaching? For example, materials available in a different format, transcriptions, specific approaches to discussion boards, a preference of video discussion vs. discussion boards, etc?	Qualitative	Open-ended	Students		Survey
60	46	How did your professor navigate remote exams? What worked well and what were some challenges?	Qualitative	Open-ended	Students		Interview, focus group, or survey	Provost is currently suggesting either having students record themselves during test-taking or pursing remote proctoring
61	47		Qualitative	Open-ended	Students		Interview, focus group, or survey	e.g., Heard that some faculty were shipping design kits to students to assemble and then ship to other team members for building and testing.
62	48	How did your professor navigate remote team projects that required hands-on work? What worked well and what were some challenges?	Qualitative	Open-ended	Students		Interview, focus group, or survey	Wondering about international student access to online materials, especially for students in China if they had the same access, as well as students who did not have VPN access. We got a new VPN in the midst of the transition, and some students may not have received that message.
63	49	What was your schedule like during remote learning?	Qualitative	Open-ended	Students		Interview, focus group, or survey
64	50	During the transition, what did your campus do to ensure you received needed income for work study or campus employment?	Qualitative	Open-ended	Students		Interview, focus group, or survey	Not sure the right way to word this, but making sure that low-income students are receiving the income they need for paying for their tuition and/or supporting families
65	53	Did you experience challenges with seeking employment opportunities (virtual interviews, online career fairs, hiring freezes) or summer research opportunities during the remote transition?	Qualitative	Open-ended	Students			Potential for bias during interviews that are online/video?
66	57	Which services did you use (student life, the library, tutoring	radio button	drop down	Students
67	63	What methods are you instructors using to engage students in the class: check all that apply - zoom meetings with all students; discussion boards; group work - sychronous; group work - asynchronous; blogs; recorded lectures	Quantitative		Students	instruction		Can place in tech survey
68	64	of the methods indicated above, which do you find are most supportive of your learning experiences	quant - select all that appy		Students	learning -
69	65	If your classes has specific meeting times through Zoom or other technology, are you able to easily connect with the class as the designated time?	Quantitative	yes-no	Students	learning - access		Can place in tech survey
70	66	If not, what prevents you from meeting with the class? (connectivity not available in my home; others in the home need to access technology at same time my class meets; work other or responsbilities			Students	learning - access		Can place in tech survey
71	67	What educational experiences have been interrupted by this transition (e.g., undergraduate research; clinical experiences; internships; performances)	Qualitative	open-ended	Students	learning		Can place in tech survey
72	68	What are faculty doing to assist you in arranging for alternative ways to complete these or related activities?	Qualitative	open-ended	Students	learning
73	69	What additional assistance do you need from <institution name> to help you succeed at this time?	Qualitative	open-ended	Students	support
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