{"id":246490,"date":"2026-03-04T11:09:15","date_gmt":"2026-03-04T15:09:15","guid":{"rendered":"https:\/\/sta.uwi.edu\/cetl\/?page_id=246490"},"modified":"2026-03-04T11:30:51","modified_gmt":"2026-03-04T15:30:51","slug":"about-the-cer-report","status":"publish","type":"page","link":"https:\/\/sta.uwi.edu\/cetl\/about-the-cer-report\/","title":{"rendered":"About the CER Report"},"content":{"rendered":"[et_pb_section fb_built=”1″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]\n

About the CER Report<\/h2>\n

Your CER Summary Report is more than a set of numbers. It is a structured opportunity to hear directly from your students about their learning experience \u2014 and to use that feedback to inform your teaching. This guide walks you through what the report contains and how to read it.
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What is the CER?<\/strong><\/h2>\n

The Course Experience Review (CER) replaced the earlier Student Evaluation of Course and Lecturer (SECL) instrument in 2010\/11. Unlike its predecessor, the CER is designed as a developmental tool rather than an evaluative one \u2014 its primary purpose is to support reflection and improvement, not to rank or judge.<\/p>\n

The CER is administered at the end of each semester. Results are returned to the relevant lecturer(s), the Head of Department, and Faculty Deans. The CETL has access to aggregated data only.<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]\n

The Two-Part Questionnaire<\/strong><\/h2>\n

The CER consists of a two-part questionnaire. Students complete both parts at the end of the semester:<\/p>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.27.4″ _module_preset=”default” collapsed=”off” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” use_background_color_gradient=”on” background_color_gradient_stops=”#eafafc” global_colors_info=”{}”]\n

Learning Experience<\/h3>\n

15 items rating how the course was\u00a0taught<\/em>\u00a0\u2014 the clarity of communication, quality of feedback, interactions with the lecturer, use of technology, and student engagement. Also includes three open-ended questions.
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Course Design<\/h3>\n

6 items rating the\u00a0structure<\/em>\u00a0of the course \u2014 access to the syllabus, quality of learning materials, alignment of content and assessments to learning outcomes, grading criteria, and workload manageability.
\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Row” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]\n

Frequently Asked Questions<\/h2>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion toggle_icon=”L||divi||400″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion_item title=”What does the Demographics section tell me?” open=”on” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]The demographics section provides contextual information about the students who responded:<\/p>\n
    \n
  • Total Responses<\/strong>\u00a0\u2014 how many students submitted the survey. This may differ from your class enrolment, as not all students complete the CER.<\/li>\n
  • Student Gender and Age<\/strong>\u00a0\u2014 the distribution of respondents. Useful background context, though not typically a performance indicator.<\/li>\n
  • Percentage of Classes Attended<\/strong>\u00a0\u2014 gives a sense of how engaged the responding students were. A cohort where most students attended the majority of classes is providing feedback from sustained first-hand experience, which generally increases the reliability of ratings.<\/li>\n
  • Frequency of logging into the online course room<\/strong>\u00a0\u2014 indicates how actively students engaged with your e-learning platform (e.g., MyeLearning).<\/li>\n<\/ul>\n[\/et_pb_accordion_item][et_pb_accordion_item title=”Why do different sections show different response numbers?” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]It is important to note that student participation in the CER, while encouraged, is voluntary. As such, not every student is guaranteed to answer every question \u2014 or indeed every section \u2014 of the questionnaire. This means response counts can vary across items within the same report for a number of reasons:<\/p>\n
      \n
    • Questions about\u00a0labs, practicals, and tutorials<\/strong>\u00a0are only relevant to students who attended those sessions. Students for whom these do not apply would select “Not Applicable,” and are excluded from the calculation for those items.<\/li>\n
    • A student may choose to\u00a0skip an individual question<\/strong>\u00a0without selecting any option. Blank responses are not included in any calculations.<\/li>\n
    • The attendance and online course room login questions form a\u00a0separate section<\/strong>\u00a0of the questionnaire, which not all students may complete.<\/li>\n<\/ul>\n

      For this reason, the\u00a0n<\/em>\u00a0(number of valid responses) shown alongside each item is just as important as the mean score itself. A mean derived from a small number of responses should always be interpreted with greater caution than one drawn from a larger, more representative sample.
      \n[\/et_pb_accordion_item][et_pb_accordion_item title=”Who has access to my CER report?” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]You (the lecturer), your Head of Department, and your Faculty Dean have access to your individual report. The CETL only has access to aggregated data across courses and cannot see your individual results.
      \n[\/et_pb_accordion_item][et_pb_accordion_item title=”When will I receive my report?” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]CER Summary Reports become available to lecturers once the review of results is completed. This typically occurs approximately two months after the end of each semester. Reports are made available through Qualtrics, where you can log in and access your results directly.
      \n[\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.6″ _module_preset=”default” global_colors_info=”{}”][et_pb_button button_text=”Next: Reading the Numbers” _builder_version=”4.27.4″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” admin_label=”Button” button_url=”https:\/\/sta.uwi.edu\/cetl\/reading-the-numbers\/” sticky_enabled=”0″][\/et_pb_button][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n","protected":false},"excerpt":{"rendered":"

      About the CER Report Your CER Summary Report is more than a set of numbers. It is a structured opportunity to hear directly from your students about their learning experience \u2014 and to use that feedback to inform your teaching. This guide walks you through what the report contains and how to read it. What […]<\/p>\n","protected":false},"author":12,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"difl_page_category":[],"class_list":["post-246490","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\r\nAbout the CER Report - Centre for Excellence in Teaching and Learning<\/title>\r\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\r\n<link rel=\"canonical\" href=\"https:\/\/sta.uwi.edu\/cetl\/about-the-cer-report\/\" \/>\r\n<meta property=\"og:locale\" content=\"en_US\" \/>\r\n<meta property=\"og:type\" content=\"article\" \/>\r\n<meta property=\"og:title\" content=\"About the CER Report - Centre for Excellence in Teaching and Learning\" \/>\r\n<meta property=\"og:description\" content=\"About the CER Report Your CER Summary Report is more than a set of numbers. 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