IDEA Student Ratings of Instruction Shelley A. Chapman, PhD Insight Improvement Impact ® University...

IDEA Student Ratings of Instruction

Shelley A. Chapman, PhD

InsightImprovementImpact®

University of Alabama BirminghamSeptember 11, 2012

Plan for this Session• What Makes IDEA Unique• Conditions for Good Use• Reflective Practice Framework• Student Learning Framework• Faculty Information Form• Interpreting Reports• Questions and Answers

• Individual Development and Educational Assessment

• Kellogg Grant in 1975• Non-profit Organization 2000• Mission

InsightImprovementImpact®

To help colleges and universities as they seek to improve teaching, learning, and leadership

What makes IDEA unique?

1. Focus on Student Learning

2. Focus on Instructor’s Purpose

3. Adjustments for Extraneous Influences

4. Validity and Reliability

5. Comparison Data

6. Flexibility

Conditions for Good Use

The instrument • Focuses on learning • Provides suggested action steps for teaching improvement

Conditions for Good Use

The Faculty• Trust the process• Value student feedback• Are motivated to make improvements

Conditions for Good Use

Campus Culture•Teaching excellence - high priority•Resources to improve - provided•Student ratings - appropriate weight

Conditions for Good Use

The Evaluation Process• 30-50% of evaluation of teaching• 6-8 classes, more if small (<10)• Not over-interpreted

(3-5 performance categories)

Reflective Practice using Individual Reports

IDEA resources that are keyed to reports

Talk with colleagues

Try new ideasOnline, Paper

What the reports sayand what they mean

Student Learning Framework: 2 Assumptions

Assumption 1:

Types of learning must reflect the instructor’s purpose.

Student Diagnostic Form

Assumption 2:

Effectiveness determined by students’ progress on objectives stressed by instructor

Student Learning Model

Specific teaching behaviors are associated with certain types of student progress under certain circumstances.

Student LearningTeaching Behaviors

Circumstances

Student Learning Model: Diagnostic Form

Student LearningItems 21-32

Teaching Behaviors

Items 1-20

CircumstancesStudents: Items 36-39, 43

Course: Items 33-35

Summary Items: 40-42Research Items: 44-47Up to 20 extra items

Student Learning Model: Short Form

Summary Measures: Items 16-18

Experimental Questions: Items 14

20 Additional Questions

Student LearningItems 1-12

Teaching Behaviors

CircumstancesStudents: Items 13-15

Faculty Information Form(FIF)

FIF: Selecting Objectives

• 3-5 as “Essential” or “Important”

• Is it a significant part of the course?

• Do you do something specific to help students accomplish the objective?

• Does the student’s progress on the objective influence his or her grade?

Be true to your course.

The Average Number of Objectives Selected by UAB: Spring 2012

Common Misconception #1

Students are expected to make significant progress on all 12 learning objectives in a given course.

Common Misconception #2

Effective instructors need to successfully employ all 20 teaching methods in a given course.

Relationship of Learning

Objectives to Teaching Methods

Common Misconception #3

The 20 teaching methods items should be used to make an overall judgment about teaching effectiveness.

Faculty Evaluation

Course Description Items (FIF)• Used for research• Best answered toward end of term• Do NOT influence your results

Bottom of Page 1

Top of page 2

IDEA Online

• Email delivery/reminders• Start/end dates determined by Institution

• Access is unlimited while available

• Questions can be added to student survey

• Objectives can be copied from previously completed FIFs

IDEA Online: FIF Delivery

Copying Objectives

• Email/Course embedded URL

• Blackboard Building Block• Email reminders• Start/end dates Determined by Institution

• Submission is confidential and restricted to one

IDEA Online: Student Survey Delivery

Online Response Rates – Best Practices

• Create value for student feedback

• Monitor and Communicate through multiple modalities:• Twitter• Facebook• Other

• Prepare Students• Talk about it• Syllabus

Example: Course Syllabus

Objective 3: Learning to apply course material (to improve thinking, problem solving, and decisions)

Students will be able to apply the methods, processes, and principles of earth science to understanding natural phenomenaStudents will think more critically about the earth and environment

Objective 8: Developing skill in expressing myself orally or in writing

Students will be able to present scientific results in written and oral forms

IDEA Center Learning Objective

Course Learning Outcomes

Reflective Practice with IDEA

IDEA Student Ratings of Instruction

Individual ReportsGroup Summary ReportsBenchmarking Reports

Diagnostic Report Overview

Page 1 – Big Picture How did I do?

Page 3 – Diagnostic What can I do differently?

Page 2 – Learning Details What did students learn?

Page 4 – Statistical Detail Any additional

insights?

Your Average (5-point Scale)

Raw Adj.

A. Progress on Relevant Objectives1

Four objectives were selected as relevant (Important or Essential—see page 2)

4.1 4.3

1If you are comparing Progress on Relevant Objectives from one instructor to another, use the converted average.

The Big Picture

ProgressOnRelevantObjectives

4

4.3 + 4.34.14.23.6

5

Summary Evaluation: Five-Point Scale

Report Page 1

Your Average Score

(5-point scale)

Raw Adj.

A. Progress on Relevant ObjectivesFour objectives were selected as relevant (Important or Essential—see page 2)

4.1 4.3

Overall Ratings B. Excellent Teacher 4.7 4.9

C. Excellent Course 4.1 4.4

D. Average of B & C 4.4 4.7

Summary Evaluation(Average of A & D) 4.3 4.5

50%

25%

25%

Adjusted Scores

Adjusted Scores

• Student Work Habits (#43DF, #13SF)• Student Motivation (#39DF, #15SF)• Class Size (Enrollment, FIF)

Understanding Adjusted Scores

Work Habits

(Item 43)

Student Motivation (Item 39)

HighHigh Avg.

Avg.LowAvg.

Low

High 4.48 4.38 4.28 4.13 4.04

High Avg. 4.38 4.29 4.14 3.96 3.76

Average 4.28 4.14 4.01 3.83 3.64

Low Avg. 4.15 4.05 3.88 3.70 3.51

Low 4.11 3.96 3.78 3.58 3.38

Impact of Extraneous Factors• Gaining Factual Knowledge – Average Progress Ratings

Technical Report 12, page 40

Work Habits

(Item 43)

Student Motivation (Item 39)

HighHigh Avg.

Avg.LowAvg.

Low

High 4.48 4.38

High Avg. 4.38 4.29

Average 4.01

Low Avg. 3.70 3.51

Low 3.58 3.38

Impact of Extraneous Factors• Gaining Factual Knowledge – Average Progress Ratings

Technical Report 12, page 40

Doraw

scores meet or exceed

expectations?*

Are adjusted

scores lower or higher than

raw scores?

Use adjusted

scores

Useraw scores

Lower Yes

Higher

When to Use Adjusted Scores for Personnel Decisions

*Expectations defined by your unit.

No

Comparisons (Norms): Converted Averages

• Able to compare scores on the same scale• Use T Scores

• Average = 50• Standard Deviation = 10

• They are not percentiles or percentages

Comparisons (Norms): Converted Averages

Comparison Scores Distribution

40%

Similar

Lower20%

10%Much Lower

10%Much Higher

20%Higher

Gray Area

Comparison Scores

Using the Report to Improve Course Planning and Teaching

Page 2: What did students learn?

Suggested Action Steps

#16#18#19

POD-IDEA NotesIDEA Website

POD-IDEA Notes

• Background• Helpful Hints• Application for online learning

• Assessment Issues• References and Resources

References and Linksto Helpful Resourcesare Provided

IDEA Papers

Resources for •Faculty Evaluation•Faculty Development

Reflective Practice

POD-IDEA Notes IDEA Papers

Meet with colleaguesto reflect

Interpret Reports

Paper or Online

Try something new

Questions ?

www.theideacenter.org

Visit our IDEA Help Community!