Using the idea student ratings system an introduction
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Using the IDEA Student Ratings System: An Introduction. University of Saint Thomas Fall 2012. www.theideacenter.org. Plan for this Session. Evaluation of Teaching at UST – a bit of background IDEA Student Learning Model Using IDEA: Forms –What you and your students do

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Using the idea student ratings system an introduction

Using the IDEA Student Ratings System:An Introduction

University of Saint Thomas

Fall 2012

www.theideacenter.org


Plan for this session

Plan for this Session

Evaluation of Teaching at UST – a bit of background

IDEA Student Learning Model

Using IDEA:

Forms –What you and your students do

Best practices during your course

Using IDEA to guide teaching improvement efforts– the Report

Resources for help with IDEA


Reflective practice with idea a piece of the puzzle

  • IDEA student evaluation

  • Peer Review

  • Self Reflection

Reflective Practice with IDEA: A Piece of the Puzzle

Collect

Feedback

Improve

Interpret

Results

Reflect &

Discuss

Read &

Learn


Student learning model used in idea assumptions

Student Learning Model used in IDEA: Assumptions

Effective teaching is assessed by students’ perception of their learning

Learning is based on progress toward specific objectives chosen by the instructor


Student learning model

Student Learning Model

Student learning

Teachingmethods

Circumstances


What is the idea system

What is the IDEA system?

Faculty Information Form (on-line)

IDEA Student Ratings of Instruction

Diagnostic (long) form

OR

Short form

Reporting System (4-page report)


Forms overview

Forms Overview


Faculty information form on line in murphy for faculty advisers

Faculty Information Form– On Line in “Murphy” for Faculty & Advisers

Indicate your chosen 3-5 Learning Objectives for your course

Provide course information


Faculty information form

Faculty Information Form


Using the idea student ratings system an introduction

Faculty choose only 3-5 LEARNING OBJECTIVES that are Essential or Important in a particular course


Learning objectives

Learning Objectives

Types of learning that reflect the instructor’s primary goals in the course

Should be chosen based on course activities that specifically develop student competencies that are assessed


Learning objectives1

Learning Objectives

Choose 3-5 for any one course:

Some are Essential (= primary importance)

Some are Important (= secondary importance)

“Essential” objectives valued twice as much as “Important” objectives in ratings calculation

Minor importance objectives do NOT influence results!


Course description items

Course Description Items

Optional – for IDEA research purposes

Best answered toward end of term

Do NOT influence your results


Best practices

Best Practices

Discuss meaning of objectives with students

Early in the course (e.g., first day!) – have the objectives be part of the course syllabus

Inform students they will be asked to rate their own progress on objectives at the end of the semester

Clarify differences in perception of objectives’ meanings (student vs. instructor)


Integrating objectives into course design an example for a syllabus

Integrating objectives into course design: An example for a syllabus

Goals and Expectations: My three objectives in this course are for you to:

1. Learn to analyze and critically evaluate ideas, arguments, and points of view

To do this, you will read and critique scholarly articles and participate in class discussions.

2. Develop skill in expressing yourself in writing

To do this, you will write a proposal for a research project in APA format.

3.Learn how to find and use resources

To do this, you will use scholarly books and articles for your research proposal


Best practices1

Best Practices

Progress on objectives is more likely if students and faculty are clear about the major purposes of the course!

Have students reflect on their understanding of course learning objectives and how various parts of course fit your chosen objectives

Show students how they are making progress on objectives with constructive feedback

Consider using midterm feedback to have the students reflect on their progress on the objectives


Student form diagnostic front

Student Form – Diagnostic (Front)

Rate teaching methods (#1-20)

Rate progress on 12 learning objectives (#21-32)


Teaching methods

Teaching Methods

This section used for formative information only -- not for assessment of teaching effectiveness

Instructors are not expected to rank highly in all 20


Teaching methods1

Teaching methods


Learning objectives2

Learning Objectives

Data are used for both formative and summative assessments

Student ratings reported only for instructor’s chosen Essential or Important objectives:

1 (no progress) to 5 (exceptional progress) scale


Learning objectives3

Learning Objectives

Only 2-5 per course should be emphasized


Student course characteristics global ratings of instructor of course

Student Form – Diagnostic (back)

Student/course characteristics

Global ratings of instructor; of course


Using the idea student ratings system an introduction

Student Form – Diagnostic (back)

Information for adjusting raw scores:

Effort (#37)

Motivation for taking course (#39)

Work habits (#43)

Student Comments


Short form

Short Form

Assess learning objectives only

No teaching methods surveyed

Student information – effort, work habits, motivation

Back of form for comments


Report overview

Report Overview


The idea diagnostic form report

The IDEA Diagnostic Form Report

What were students’ perceptions of their progress on my learning objectives?

What are overall assessments of the course and me as a teacher?

What might I do to improve my teaching?


Page 1 global assessment

Page 1: Global Assessment

A.Weighted average of Progress on instructor selected (“relevant”) objectives

B. Overall, I rate this instructor an excellent teacher (#41)

C. Overall, I rate this course as excellent (#42)


Page 2 student progress

Page 2: Student Progress

Report of progress on “Essential” or “Important” objectives

Student perceptions of course

Student description of self (effort, motivation, work habits)


Page 2 bottom course and student descriptions

Page 2 bottom: Course and Student Descriptions

EffortMotivationWork Habits


The idea diagnostic form report1

The IDEA Diagnostic Form Report

What might I do to improve my teaching?


Page 3 what might i do differently

Page 3: What might I do differently?


Relationship of learning objectives to teaching methods see handout

Relationship of Learning Objectives to Teaching Methods

See handout


Idea resources

IDEA Resources

Classroom Consultants can help with:

Choosing objectives and integrating them into your course

Filling out faculty information forms

Interpreting results

Providing formative suggestions and teaching resources

10 consultants have been trained on the IDEA system; see FD website:

http://www.stthomas.edu/fdc/consulting/


Idea website resources

IDEA Website Resources

http://www.theideacenter.org/

Support • Student ratings • Faculty information form

pdf files on Choosing Objectives

Video training

Knowledge base: IDEA papers, POD-IDEA Notes on Instruction (Teaching Behaviors 1-20) and Learning (Objectives 1-12)


Questions

Questions?


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