The table compares and contrasts the proportion of students rating high assessment for different aspects of McGill university through 5-year periods, from 2000 to 2010. Overall, the “electronic resources ” is the field that receive the highest rates via 3 years, while the “building/teaching facillities ” is the field recorded the same number in all years.
Specifically, there were 3 kinds of change in ratings for teaching quality, print resources and range of modules offered. While the percentage of positive feedbacks for teaching quality hold a moderate number, about 63% to 69%, dropping from 65 to 63 after 5 years and climibing to the highest number (69%)in 2010, it was recorded a downward trend in the proportion of feedbacks for range of modules offered, which is a gradual decrease from 32% to 27%, about 3% decline per period, and that field was the field receving the lowest number of students feedbacking. On the other hand, the print resources was received a large number of students evaluating, which was the highest number compared to other aspects. With its change being similiar to the ” teaching quality” ‘one, from dopping a bit after 5 years and increasing gradually at the end period, gaining the highest number (88%).
When it came to value to electronic resources of the university, it was quite low at first ( 45%), however, the number of students accessing it plauged to 72 after that and gained to the same position with the ” print resources”‘s numbers (88%). By constrast, the stastics of feedbacks for building/ teaching facilites remained an stable position via 15 years ( at 77%)