1. Teaching Evaluations at TTU Using the IDEA Instrument

2. Are Student Evaluations of Teaching Valid?
Yes, but realize -
Student evaluations can be influenced by communication skills and teaching style
Students do not evaluate the accuracy of information presented
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3. Teaching Evaluation Policy at TTU
Untenured Faculty - Every Course
Tenured Faculty - 2 courses per year
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4. Teaching Evaluation Instrument used at Tennessee Tech Univ
IDEA (Individual Development and Educational Assessment)
Developed at Kansas State University and disseminated to other universities in 1975
Currently used by many institutions across the U.S.
Continually improved through research and testing.
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5. Key Features of IDEA System
Instructor selects teaching goals
Controls for extraneous variables (e.g., motivation and class size)
National database for comparisons
Adaptable to web-based instruction
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6. Students rate their progress in each course compared to other courses on goals such as
Gaining Factual Knowledge
Learning to apply course material to solve problems
Acquiring skills in working with others as a team
Learning to analyze and critically evaluate ideas
Developing creative capacities
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7. Effective Use of IDEA Depends on
Selecting the appropriate form
Selecting appropriate course goals
Interpreting the results correctly
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8. Choosing the Long or Short Form
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9. Long Versus Short Form Long Short 18 core questions
29 additional methods/diagnostic questions
10 additional questions possible
Space for student comments
18 core questions
10 additional questions possible
Space for student comments
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10. Differences in controlled variables
Long form
Class size
Desire to take course regardless of who taught it
Student effort not attributable to instructor
Course difficulty not attributable to Instructor
Short form
Class size
Desire to take course regardless of who taught it
Student effort not attributable to instructor
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11. Selecting Objectives on the Faculty Information Form
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12. When to mark an objective as important or essential
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13. Report Form
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14. Relationship Between Progress on Relevant Objectives and Excellence of Teacher
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15. Report Form
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16. Relationship Between Progress on Relevant Objectives and “How Hard Students Work”
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17. Suggestions to Help Improve Teaching Evaluations
Select appropriate goals for the course.
Is this a significant part of the course?
Do I do something specific to help the students accomplish this objective?
Does the student’s progress on this objective affect his or her grade?
Clearly explain goals at the beginning of course and frequently remind students of those goals. Include goals on syllabus.
Monitor student’s progress on those goals and provide alternative opportunities for improvement on the goals.
Don’t give tests that have to be dramatically curved.
Don’t have evaluations completed immediately after giving a test.
Use active learning techniques.
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18. Teaching Evaluations & The QEP
Improve Students’ critical thinking/real-world problem solving through the use of active learning strategies.
with emphasis on
Communication skills
Teamwork skills
Creative thinking
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19. Frequency IDEA Objectives Selected
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20. Progress on IDEA Objectives
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21. Frequency IDEA Objectives are Selected and Overall Progress by Unit
Information about TTU QEP
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22. Thank You Dr. Theresa Ennis tennis@tntech.edu 372-6124; Office FB 201C
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