Interpret
Where to access reports, how to interpret them and the studies informing interpretation
Access reports
Instructors and Administrators with report access can access past reports on the Instructors and Administrators section of the Course Evals page on Quercus.
Administrative report access is determined by the division, governed by divisional guidelines for course evaluations. Please contact the academic leadership of your unit or Registrar for further detail.
Note: reports are only generated if two or more responses from students are received.
Navigate a report layout
As of Winter 2025, CTSI is pleased to introduce a new format for course evaluation reports for University of Toronto instructors and academic administrators. This new report format was designed to enhance clarity, usability, and accessibility. The redesign was based on extensive consultation with instructors and academic administrators and includes updated interpretation guidelines. A short video overview is also available.
Interpretation guidance
Course evaluations are not the only source of information about students’ learning experiences in their course(s), but they can provide instructors with a wealth of data about specific course aspects that have been deemed important for assessment by the institution, division, and department. As well as any course-specific items you may have chosen to add from the instructor item bank for formative information (remember these are only included on your report(s), they are not included in the administrative report that goes to your department).
A detailed step-by-step guide for report interpretation, updated in 2024, is provided. And for further assistance with interpretation or for synthesis into teaching dossiers, please request a consultation.
How do we know the CCEF tool is working as intended?
As part of ongoing monitoring and analysis of course evaluations, the University has to date conducted two validation studies that examine the CCEF’s effectiveness. In 2018, the Centre for Teaching Support & Innovation conducted a Validation Study to assess the reliability and validity of the Institutional Composite Mean (ICM) used in the CCEF framework. The study analyzed 277,498 surveys from courses in four major undergraduate divisions, confirming the ICM’s reliability and validity as a key metric in capturing students’ experiences in U of T courses.
The current 2024 Renewed Validation Study expands the scope to include data from all 22 divisions (10 undergraduate and 12 graduate) over the past five years (2018/19-2022/23), encompassing 967,817 completed surveys. The 2024 Renewed Validation Study reaffirms the value of the CCEF as a robust tool for understanding student individualized learning experiences at the University of Toronto. The findings from this study provide a strong foundation for further refining the framework and enhancing its application in the dynamic landscape of higher education.