Explore SASSE


The Quadrant Analysis Report compares items related to student participation in educationally purposive activities while enrolled for a specific module. Here, average student frequency of participation is compared to the lecturer’s perception of how important such activities are to student success in a particular module.

In the Quadrant Analysis Report, the lecturer will be able to measure how their assigned importance ratings of a specific item aligns with the frequency at which the students report engaging in that particular item. Step 1: Which quadrant says what below, explains what combination of items can be found in the different quadrants. It shows the lecturer which items on the survey point out areas of disconnect between the lecturer and students which can be seen as 'opportunities for improvement'; as well as areas where the lecturer and the students are in harmony in their responses. The items located in the upper left quadrant indicates areas where the lecturer can employ techniques to improve students’ participation in the educational effective practices that are important for success in the particular module. The table under Step 2: Use table to address specific questions, contains shortened versions of all the questions included in the CLASSE survey, categorised according to the sections of the survey. A lecturer can click on an item which he/she wants to improve and obtain resources to address that specific area in the module.

The process of interpreting CLASSE results is also illustrated in this video.

Step 1: What quadrant says what?

 Description: CLASSE Keywords: Quadrant Analysis picture

Step 2: Use table to address specific questions.


Engagement Activities

Engagement Activities cont.

Cognitive Skills

Other Educational Practices

Class Atmosphere

2. Asked questions in class

13. Emailed lecturer

23. Work required memorising

28. Wrote papers longer than 5 pages

38. Comfortable talking to the lecturer

3. Participated in class discussions

14. Discussed grades/assignments with the lecturer

24. Work required analysing

29. Challenging assessment tasks

39. Enjoying group work

4. Prepared 2 or more drafts of a paper/assignment

15. Discussed ideas from class with others

25. Work required synthesising

30. Assignments requiring more than one hour to complete

40. Challenging module/subject content

5. Project requires using various resources

16. Gave a presentation

26. Work required making judgements

31. Spent more than 3 hours preparing for class

41. Easy to follow lecturer

6. Included diverse perspectives in making points

17. Participated in a service-learning project

27. Work required applying theories and concepts

32. Attended class

Supplementary Learning Activities

7. Attended class prepared

18. Discussed ideas with the lecturer outside of class


33. Took notes in class

42. Participated in experiential learning

8. Worked with classmates on projects during class

19. Receive prompt/informative feedback


34. Reviewed class notes before class

43. Participated in service-learning

9. Work with classmates on assignments outside of class

20. Perceived the need to work hard


35. Studied with classmates

44. Participated in fieldwork

10. Combined ideas from different modules/subjects

21. Received detailed information about learning outcomes


36. Attended review session

45. Participated in laboratory work

11. Tutored/taught other students

22. Received motivating interaction from the lecturer


37. Interested in learning module/subject content

46. Participated in clinical teaching

12. Used email to discuss assignments with classmates





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