Report Description
The ESCI report has been designed to provide a clear and concise summary of student ratings data for an individual course in a given quarter. The layout is also designed to provide comparative information between the current course in the current quarter and the academic department in the current quarter, the academic department over time (past five years), and the campus over time. Below are described the key concepts underlying the report, followed by an explanation of the statistics reported, as well as the categories into which the four lines of statistics are divided. Following that are examples of actual output and what is reported in each portion of the report. If you have any questions about the format of the report, please contact Instructional Consultation staff at x2972. An explanation of how best to interpret ESCI results is provided in the document "Interpreting ESCI Results", which is available from the main menu or by clicking on the title above.
An example ESCI report can be found at the bottom of this page
Proper interpretation of the ESCI Report relies upon an understanding of the following concepts:
Norms
It can be challenging to interpret the results of ratings on items that use response categories that are "relative," as opposed to categories having some kind of "absolute" meaning. For example, a question about the number of hours spent on homework in the average week lends itself to a fairly unambiguous interpretation; but a question like campus item A using response categories of "Excellent" through "Poor" can be interpreted more richly if results from one course can be compared to results from other courses.
In order to make possible this kind of relative comparison, ESCI calculates and reports "norms" for EVERY (fixedresponse) item on EVERY ESCI survey. Without going into technical detail, the term "norms" refers to a presentation of results for an item that reflect what ratings were made in some comparison group of courses  in other words, what would "normally" or "typically" be expected. Using this information, one can better see whether a particular set of results reflect truly outstanding ratings, problematic ratings, or ratings in the normal, tobeexpected range.
Norms are calculated for the entire set of users within the instructor's department both for the current quarter and over time, meaning the most recent five year period. Norms are also calculated for the entire campus over time, again meaning the most recent five year period. Norms are calculated separately for faculty, associates, and teaching assistants. Thus, for a particular item, an instructor would have information not only on the performance of her own class but also average current and longterm departmental results, as well as overall longterm campuswide results.
Item based
For each course, departmental and campus norms are available for every item.
Course Level
ESCI reports data separately for undergraduate (UG) and graduate (GR) courses.
Rank of Instructor
The norms are calculated separately for faculty, associates, and teaching assistants. Thus, for a particular item, an instructor would have information not only on the ratings of his/her own class but also on average current and long term departmental ratings, as well as ratings for overall campuswide use of the item by colleagues.
Departmental Norms
Norms are calculated both for the current quarter and across past quarters for the last five years by department. Separate departmental norms are calculated for undergraduate (UG) courses and graduate courses (GR).
Norm types
StudentWeighted undergraduate (UG), CourseWeighted undergraduate (UG), StudentWeighted graduate (GR), or CourseWeighted graduate (GR).
StudentWeighted Norms
In brief, studentweighted norms are what you are used to seeing in surveys: each student's "vote" counts the same, whether s/he is in a 200 student course or a 15 student course. This is equitable from many standpoints, but it does have the implication that when data are aggregated for an entire department (either for the current quarter or over time), the results for the large course will "swamp" the results for a smaller course. The larger courses will tend to set the norms, due to their larger enrollments.
CourseWeighted Norms
The courseweighted norms, on the other hand, aggregate data so as to "weight" each course equally. The results for a small course will count the same as the results for a large course. The raw counts for each course are converted to percentages, and these percentages are aggregated for the entire department. By aggregating percentages instead of raw counts, the results for a small course will count the same as the results for a large course. This allows another view of the response distribution from the perspective of "How would the results look if class size were factored out?".
The Labeling of the Summary Lines of Statistics
 This course current quarter
 Relative frequency distribution (expressed in terms of percentages), mean and median for this course current quarter.
 Dept XXXXX current quarter
 Relative frequency distribution (expressed in terms of percentages), mean and median for all instructors in the department of the same rank as the instructor teaching the course (Faculty or Associate or TA) who used that item this quarter. This norm would reflect undergraduate courses if "(UG)" is displayed or graduate courses if "(GR)" is displayed.
 Dept XXXXX over time (most recent five year period)
 Relative frequency distribution (expressed in terms of percentages), mean and median for all instructors of the same rank (Faculty or Associate or TA) in the department who have used the item within the last five years (including the current quarter). Recall, however that if an item has only recently been added to departmental surveys, its departmental norm may only reflect one or a few quarter's data. This norm reflects undergraduate courses if "(UG)" is displayed or graduate courses if "(GR)" is displayed.
 Campus over time (most recent five year period)
 Relative frequency distribution (expressed in terms of percentages), mean and median for all instructors of the same rank (Faculty or Associate or TA) in the department who have used the item within the last five years (including the current quarter). Recall, however that if an item has only recently been added to departmental surveys, its departmental norm may only reflect one or a few quarter's data. This norm reflects undergraduate courses if "(UG)" is displayed or graduate courses if "(GR)" is displayed.


DESCRIPTION of "This course current quarter"  
Relative frequencies  The relative frequencies  expressed in terms of percentages  are of those students responding to the item. It does not take into account persons not responding to that particular item.  
Blank Response  This is a simple frequency count of students who turned in survey forms but did not respond to this item, or whose responses were not in the available response categories.  
Total students  This represents the total number of response sheets received for this survey, not the total number of students taking the course. To derive the base number for the relative frequencies , subtract the "Blank Response" number from the "Total Students" number. This number, in turn, may be used to derive the absolute number of students responding to each "response alternative" by multiplying the response alternative percent by its "response weighting" and dividing by 100.  
Total courses  Indicates the number of courses for which the data are being reported. For the line "This course current quarter" the total number of courses should always be 1.  
Response Weighting  Indicates the relative weight of each response alternative in computing the mean and median. The series of weights displays a "direction" or a "directional relationship" between the marked response alternatives. Note that lower numbers are usually "better".  
Mean and Median  These are based on:
1) only the number of students responding to the available response categories; Note that lower numbers usually "better". 
Available Downloads  Size 

example_ESCI_report.pdf  104.2 KB 
description_of_ESCI_output.pdf  124.61 KB 
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