1. Faculty Information Form Insight Improvement Impact ® University of Alabama Birmingham

2. Student Learning Model: 2 Assumptions Assumption 1: Types of learning must reflect the instructor’s purpose.

3. Student Diagnostic Form Assumption 2: Effectiveness determined by students’ progress on objectives stressed by instructor

4. Faculty Information Form (FIF)

5. 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.

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

7. 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

8. Discipline Code www.theideacenter.org/DisciplineCodes

9. 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?

10. Your Average (5-point Scale) RawAdj. A.Progress on Relevant Objectives 1 Four objectives were selected as relevant (Important or Essential—see page 2) 4.14.3 1 If you are comparing Progress on Relevant Objectives from one instructor to another, use the converted average. The Big Picture

11. Progress On Relevant Objectives 4 4.3 + 4.3 4.1 4.2 3.6 5

12. 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) 4.14.3 Overall Ratings B. Excellent Teacher4.74.9 C. Excellent Course4.14.4 D. Average of B & C4.44.7 Summary Evaluation (Average of A & D)4.34.5 50% 25%

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