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IDEA What it is and How to Implement the System Texas A & M, February 2013 Shelley A. Chapman, PhD Senior Educational Consultant.

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Presentation on theme: "IDEA What it is and How to Implement the System Texas A & M, February 2013 Shelley A. Chapman, PhD Senior Educational Consultant."— Presentation transcript:

1 IDEA What it is and How to Implement the System Texas A & M, February 2013 Shelley A. Chapman, PhD Senior Educational Consultant

2 Individual Development Educational Assessment Teaching Improvement Faculty Evaluation Curriculum Review Program Assessment Accreditation

3 What is teaching effectiveness? Being Organized Being Prompt Being Clear Relating course material to real life situations Requiring critical thinking Forming learning teams Introducing stimulating ideas Inspiring students to set and achieve goals

4 Most Surveys How well do the instructor’s methods resemble those of a “model” teacher? How well do students rate their progress on the types of learning the instructor targeted? Teaching Effectiveness

5 What is teaching effectiveness? Philosophy of IDEA Primary indicant of Teaching Effectiveness = Facilitating Learning

6 Conditions for Good Use The instrument Targets learning Provides suggested action steps for teaching improvement Has evidence for validity

7 Conditions for Good Use The Faculty Trust the process Value student feedback Are motivated to make improvements

8 Conditions for Good Use Campus Culture Teaching excellence - high priority Resources to improve - provided Student ratings - appropriate weight

9 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)

10 Reflective Practice using Individual Reports Collect Feedback Interpret Results Read & Learn Reflect & Discuss Improve IDEA resources that are keyed to reports Talk with colleagues Try new ideas Online, Paper What the reports say and what they mean

11 Underlying Philosophy of IDEA Teaching effectiveness is determined primarily by students’ progress on the types of learning the instructor targets.

12 Faculty Information Form

13 Student Learning Model Specific teaching behaviors are associated with certain types of student progress under certain circumstances. Student Learning Teaching Behaviors Circumstances

14 Student Learning Model: Diagnostic Form Student Learning Items Teaching Behaviors Items 1-20 Circumstances Students: Items 36-39, 43 Course: Items Summary Items: Research Items: Up to 20 extra items

15 Student Learning Model: Short Form Summary Measures: Items Experimental Questions: Items Additional Questions Student Learning Items 1-12 Teaching Behaviors Circumstances Students: Items 13-15

16 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.

17 Faculty Information Form

18 Common Misconception #1 Students are expected to make significant progress on all 12 learning objectives in a given course.

19 Common Misconception #2 Effective instructors need to successfully employ all 20 teaching methods in a given course.

20 Relationship of Learning Objectives to Teaching Methods

21 Common Misconception #3 The 20 teaching methods items should be used to make an overall judgment about teaching effectiveness. Faculty Evaluation

22 Faculty Information Form: Discipline Codes

23 Faculty Information Form: Local Code

24 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

25 IDEA Online

26 FIF Online Delivery Reminders are delivered by Start/end dates are determined by Institution Access is unlimited while available Questions can be added Objectives can be copied

27 Copying Objectives

28 Student Survey Online Delivery Link is on Howdy Reminders are sent by Start/end dates determined by Institution Submission is confidential and restricted to one

29 Online Response Rates – Best Practices Create value for feedback Prepare Students Monitor and Communicate

30 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 phenomena Students 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

31 Diagnostic Report Overview 1.How did students rate their learning experience? 2.What contextual factors impacted those ratings? 3.How do my scores compare to: IDEA, discipline, and institution? 4.What might I do to facilitate better learning for my students next time?

32 Your Average (5-point Scale) RawAdj. A.Progress on Relevant Objectives 1 Four objectives were selected as relevant (Important or Essential—see page 2) If you are comparing Progress on Relevant Objectives from one instructor to another, use the converted average. 1. How did Students Rate their Learning?

33 Progress On Relevant Objectives

34 Summary Evaluation: Five-Point Scale Report Page 1 Your Average Score (5-point scale) RawAdj. A.Progress on Relevant Objectives Four objectives were selected as relevant (Important or Essential—see page 2) Overall Ratings B. Excellent Teacher C. Excellent Course D. Average of B & C Summary Evaluation (Average of A & D) % 25%

35 2. What contextual factors impacted those scores?

36 3. How do my scores compare to: IDEA, Discipline, Institution?

37 Comparisons (Norms): Converted Averages

38 4. What might I do to facilitate better learning next time?

39 Page 2: What did students learn?

40 Page 3: Suggested Action Steps #16 #18 #19

41 POD-IDEA Notes on IDEA Website

42 POD-IDEA Notes Background Helpful Hints Application for online learning Assessment Issues References and Resources

43 IDEA Papers Resources for Faculty Evaluation Faculty Development

44 IDEA Terminology Student Ratings of Instruction = student survey FIF = Faculty Information Form OCC = On Campus Coordinator Sub-OCC = Person who works with the OCC on campus GSR = Group Summary Report Aggregate Data File = Excel spreadsheets of all data Benchmarking Report Discipline Code = modified CIP codes Local Code = code for creating groups Converted Averages = T Scores Adjusted Scores = Scores that take into consideration variables outside the control of the instructor

45 IDEA Website and Who’s Who

46 Questions ? Visit our IDEA Help Community!IDEA Help


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