Since different course-evaluation data are required to satisfy the variety of needs of an instructor (course revision, administrative requests, grant applications or reports), it is best to collect data from as many course components as possible, including the following:

• Assignments—relevance, degree of difficulty, time required, clarity of instructions, timeliness of feedback
• Course content—relevancy, adequate body of knowledge, organization
• Course site—organization, user friendly
• Instructor—effectiveness, organization, preparation, enthusiasm, openness to student views
• Presentation of course material—effectiveness of lecture notes, effectiveness of any multimedia presentations, effectiveness of small groups, quality of discussion-forum topics, encouragement given students to express themselves
• Quantity and quality of interaction with other students and with instructor
• Support services—teaching assistant, technology, library services, instructor availability
• Student achievement—adequacy, appropriateness, timeliness, student involvement
• Student attitude—regular site visits, assignments submitted, active participation
• Technology—familiarity, concerns, problems, positive aspects, attitude toward technology
• Tests (quizzes, exams)—frequency, relevancy, difficulty, feedback