Guidance and resources
What is the ASQ?
The Access and Success Questionnaire (ASQ) is a survey tool which is designed to support the higher education sector in delivering robust evaluations of its access and student success activities. It comprises seven scales that can be used to measure the key intermediate outcomes these activities aim to improve.
All scales and their prompts have undergone a multi-stage process of testing and validation. This means that they reliably and consistently measure the outcomes they are intended to measure when used with learners with similar characteristics to those who are usually targeted in access and success work. Detailed information on the development of the scales is available regarding the strength of the evidence behind each scale (PDF) and the validation process (PDF).
Key terms
- Questionnaire: the overarching term for the ASQ
- Scale: refers to one of seven sets of questions that measure an individual outcome
- Item: refers to a single question or statement within a scale
- Likert Scale: refers to the five response options that respondents can select for each item, from strongly disagree to strongly agree
Introduction to the ASQ
About the scales
Introduction
The ASQ includes measurement scales for seven outcomes that are commonly addressed in higher education access and success work. Each scale contains between 1 and 5 statements, making them short and easy to use.
Of the seven scales, four are labelled Access (pre-entry) and are relevant to activities prior to entry into higher education and suitable for use with students in Year 7 – Year 13. Two scales are labelled Success (post-entry) and are relevant to activities after entry into higher education and suitable for use with students in higher education. One scale can be used for either Access (pre-entry) or Success (post-entry) activities.
All scales refer to higher education, in recognition of the wide variety of options at this level of education. Since some of the activities being evaluated may relate specifically to universities (or higher education colleges), alternative wordings for the scales are provided when relevant.
Some scales have alternative prompts which can be used with younger learners, or any respondents who may benefit from simplified language.
Using the scales
How to use the scales
Please refer to our guidance for using the ASQ (PDF) before implementing it.
Step 1: Design your evaluation, using TASO’s Monitoring and Evaluation Framework or any other suitable framework.
Step 2: Select the scale(s) which measure the outcome(s) that are most relevant to your intervention.
Step 3: Administer the scale(s) as you would normally administer a survey. The ASQ works well both digitally and on paper and can be administered at multiple points during an evaluation . Please ensure that you:
- Include the relevant prompt before each scale, using the exact wording provided
- Use every statement for the scale
- Do not change the order in which the statements appear, or their wording
- Use the same 5-point Likert scale response options that have been provided
Altering the prompts, wording, or response options of the scales in any way will reduce the validity of the scales.
Step 4: Record the data you have collected, using the numerical coding provided. Responses can be inputted into the relevant columns of the scoring spreadsheet (XLXS), which will provide you with an overall outcome score for each respondent.
Step 5: Analyse the data according to your evaluation design and draw conclusions where appropriate.
It is very important that responses are collected for all items of a scale, so the scales have been kept as short as possible. Despite this, standard ethical considerations apply, so please do not force responses, especially in the online administration of the scales. Instead, try to minimise item non-response by keeping overall surveys short and providing clear, age-appropriate instructions at the start. The TASO research ethics guidance on ethical evaluation provides further insight into these considerations.
The scales in the ASQ capture a range of outcomes, but they may not capture the specific intended outcome of your activity. You should only use the scales that capture the outcome(s) relevant to the evaluation of your student access or student success programme.
How to use the ASQ
ASQ scales
1a. Academic self-efficacy
Definition
Individuals’ confidence in their own ability and skills necessary to perform well academically in higher education.
Relevance
Access (pre-entry)
This is a scale for use with learners in schools, sixth-forms, or colleges, or young people not in education. Suitable for use with Year 7 – Year 13.
Prompt
The following statements relate to how you feel about studying in higher education from an academic perspective. Higher education includes university, higher education in a further education college or other provider, or degree apprenticeships. Please think about each statement and indicate the extent to which you agree or disagree.
Prompt for younger learners
The following statements relate to how you feel about studying in higher education from an academic perspective. Higher education includes university, higher education in a further education college or other provider, or degree apprenticeships. The statements are about your results, both before and during higher education if you were to go, and what would be expected of you in terms of studying in higher education. Please think about each statement and indicate the extent to which you agree or disagree.
Items
- I am confident that I can get the exam results required to progress to higher education.
- I have the academic ability to do well in higher education.
- I could manage with the level of study required in higher education.
Response options, with coding
Strongly disagree (1) – Disagree (2) – Neither agree nor disagree (3) – Agree (4) – Strongly agree (5)
1b. Academic self-efficacy (university alternative)
Alternative
If the access activity relates specifically to university, then you may use the alternative version of the scale.
Definition
Individuals’ confidence in their own ability and skills necessary to perform well academically at university.
Prompt
The following statements relate to how you feel about studying at university from an academic perspective. Please think about each statement and indicate the extent to which you agree or disagree.
Prompt for younger learners
The following statements relate to how you feel about studying at university from an academic perspective. This is about your results, both before and while at university if you were to go, and what would be expected of you in terms of studying at university. Please think about each statement and indicate the extent to which you agree or disagree.
Items
- I am confident that I can get the exam results required to progress to university.
- I have the academic ability to do well at university.
- I could manage with the level of study required at university.
Response options, with coding
Strongly disagree (1) – Disagree (2) – Neither agree nor disagree (3) – Agree (4) – Strongly agree (5)
2a. Higher education expectations
Definition
The extent to which individuals expect to go to higher education.
This is a single-item question, and therefore not a scale.
Relevance
Access (pre-entry)
This item is for use with learners in schools, sixth-forms, or colleges, or young people not in education. Suitable for use with Year 7 – Year 13. The prompt is suitable for learners or all ages.
Prompt (for learners of all ages)
This question is about whether you’re thinking about going to higher education. There is no right or wrong answer, the important thing is to respond honestly about what you think. Higher education includes university, higher education in a further education college or other provider, or degree apprenticeships.
Item
- I am thinking about going to higher education in the future.
Response options, with coding
Strongly disagree (1) – Disagree (2) – Neither agree nor disagree (3) – Agree (4) – Strongly agree (5)
2b. Higher education expectations (university alternative)
Alternative
If the access activity relates specifically to university, then you may use the alternative version of the scale.
Prompt (for learners of all ages)
This question is about whether you’re thinking about going to university. There is no right or wrong answer, the important thing is to respond honestly about what you think.
Item
- I am thinking about going to university in the future.
Response options, with coding
Strongly disagree (1) – Disagree (2) – Neither agree nor disagree (3) – Agree (4) – Strongly agree (5)
3a. Knowledge of higher education
Definition
Individuals’ knowledge about obtaining a place in higher education and what studying there might be like.
Relevance
Access (pre-entry)
This is a scale for use with learners in schools, sixth-forms, or colleges, or young people not in education. Suitable for use with Year 7 – Year 13. The prompt is suitable for learners or all ages.
Prompt (for learners of all ages)
The following statements are about what you know and how you feel about going to higher education. Please think about each statement and indicate to what extent you agree or disagree. Higher education includes university, higher education in a further education college or other provider, or degree apprenticeships.
Items
- I know what studying in higher education would be like.
- I know how studying in higher education is different from studying in school or at college.
- I believe that if I apply to higher education, I will get a place.
Response options, with coding
Strongly disagree (1) – Disagree (2) – Neither agree nor disagree (3) – Agree (4) – Strongly agree (5)
3b. Knowledge of higher education (university alternative)
Alternative
If the access activity relates specifically to university, then you may use the alternative version of the scale.
Definition
Individuals’ knowledge about obtaining a place in higher education and what studying there might be like.
Prompt (for learners of all ages)
The following statements are about what you know and how you feel about going to university. Please think about each statement and indicate to what extent you agree or disagree.
Items
- I know what studying at university would be like.
- I know how studying at university is different from studying in school or at college.
- I believe that if I apply to university, I will get a place.
Response options, with coding
Strongly disagree (1) – Disagree (2) – Neither agree nor disagree (3) – Agree (4) – Strongly agree (5)
4a. Sense of belonging, access/pre-entry
Definition
The extent to which individuals think they would feel connected to the higher education environment, peers, and others, if they were to progress to higher education.
Relevance
Access (pre-entry)
This is a scale for use with learners in schools, sixth-forms, or colleges, or young people not in education. Suitable for use with Year 7 – Year 13. The prompt is suitable for learners or all ages.
Prompt (for learners of all ages)
The following statements relate to how you might feel about becoming a student in higher education. Please think about each statement and indicate the extent to which you agree or disagree. Higher education includes university, higher education in a further education college or other provider, or degree apprenticeships.
Items
- Higher education is for people like me.
- I would fit in well academically with others in higher education.
- I would fit in well socially with others in higher education.
Response options, with coding
Strongly disagree (1) – Disagree (2) – Neither agree nor disagree (3) – Agree (4) – Strongly agree (5)
4b. Sense of belonging, access/pre-entry (university alternative)
Alternative
If the access activity relates specifically to university, then you may use the alternative version of the scale.
Prompt
The following statements relate to how you might feel about becoming a student at university. Please think about each statement and indicate the extent to which you agree or disagree.
Items
- University is for people like me.
- I would fit in well academically with others at university.
- I would fit in well socially with others at university.
Response options, with coding
Strongly disagree (1) – Disagree (2) – Neither agree nor disagree (3) – Agree (4) – Strongly agree (5)
5. Cognitive strategies
Definition
The approaches individuals use to complete academic tasks and to prepare for and successfully learn.
Relevance
Access (pre-entry) or Success (post-entry)
This is a scale for use with either learners in schools, sixth-forms, or colleges (Year 7 – Year 13), or young people not in education, or with students in higher education (of any age).
Prompt
The following statements are about how you study. Please think about how you go about learning and studying generally and indicate to what extent you agree or disagree with each statement.
Prompt for younger learners
The following statements are about how you study. Please think about how you learn and what you do when you study. Then indicate to what extent you agree or disagree with each statement.
Items
- I can tell which information is most important when I study.
- I can tell how reliable information is when I read something.
- I can clearly explain my ideas, even when writing about complicated things.
- I can confidently explain my ideas when talking to others.
Response options, with coding
Strongly disagree (1) – Disagree (2) – Neither agree nor disagree (3) – Agree (4) – Strongly agree (5)
6. Metacognitive strategies
Definition
The approaches individuals use to monitor, plan, and direct their own learning.
Relevance
Success (post-entry)
This is a scale for use with students (of any age) in higher education.
Prompt
The following statements are about your learning. Please think about how you go about learning and studying normally. Then indicate to what extent you agree or disagree with each statement.
Items
- I can tell when I have understood a concept or idea.
- I can motivate myself to study when I need to.
- I try to use ways of studying that have worked for me before.
- When I am done with studying, I can tell if I have learned what I wanted to learn.
- I think of several ways to solve an academic problem and then choose the best way.
Response options, with coding
Strongly disagree (1) – Disagree (2) – Neither agree nor disagree (3) – Agree (4) – Strongly agree (5)
7a. Sense of belonging, success/post-entry
Definition
The extent to which individuals feel connected to the higher education environment, peers, and others, and part of the community.
Relevance
Success (post-entry)
This is a scale for use with students (of any age) in higher education.
Prompt
The following statements relate to how you feel about currently being a student in higher education. Please think about each statement and indicate the extent to which you agree or disagree.
Items
- I feel I belong in higher education.
- I made the right decision in choosing to study at this higher education institution.
- I feel supported by this higher education institution.
- I see myself as part of the community at this higher education institution.
Response options, with coding
Strongly disagree (1) – Disagree (2) – Neither agree nor disagree (3) – Agree (4) – Strongly agree (5)
7b. Sense of belonging, success/post-entry (university alternative)
Alternative
If the activity relates specifically to university, then you may use the alternative version of the scale.
Definition
The extent to which individuals feel connected to the university environment, peers, and others, and part of the community.
Prompt
The following statements relate to how you feel about currently being a student at university. Please think about each statement and indicate the extent to which you agree or disagree.
Items
- I feel I belong at university.
- I made the right decision in choosing to study at this university.
- I feel supported by this university.
- I see myself as part of the university community.
Response options, with coding
Strongly disagree (1) – Disagree (2) – Neither agree nor disagree (3) – Agree (4) – Strongly agree (5)
7c. Sense of belonging, success/post-entry (college alternative)
Alternative
If the activity relates specifically to a further education college, then you may use the alternative version of the scale.
Definition
The extent to which individuals feel connected to the college environment, peers, and others, and part of the community.
Prompt
The following statements relate to how you feel about currently being a higher education student at this college. Please think about each statement and indicate the extent to which you agree or disagree.
Items
- I feel I belong in higher education.
- I made the right decision in choosing to study higher education at this college.
- I feel supported by this college.
- I see myself as part of the higher education community at this college.
Response options, with coding
Strongly disagree (1) – Disagree (2) – Neither agree nor disagree (3) – Agree (4) – Strongly agree (5)
Resources
Frequently Asked Questions (FAQs)
Are the ASQ scales the only scales I need?
The important thing is to use validated scales that align with the expected outcome of the student access or success programme being evaluated. This may be an ASQ scale, or it may be another validated scale. You can access some of the validated scales currently available below.
Can I create my own scale?
Yes, you can design and validate your own scale. An introductory guide on how to do this is available below. However, we advise you only do so if the ASQ or any of the other currently available validated scales do not match your programme’s outcome. Scale validation is complex and therefore, wherever possible, using an existing scale is a much better option than validating one from scratch.