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
TENURE-TRACK, full-time temporary, and part-time faculty, as well as teaching assistants with grading responsibility for courses, will have all their courses evaluated every semester (summer courses excluded). The results of these evaluations will be reviewed by the chairperson and dean or director in connection with personnel actions.
TENURED FACULTY must submit at least two IDEA evaluations a year (one from an introductory course and one from an upper-division course, when possible) to their dept. chairperson or director. Faculty who teach fewer than four courses per year need submit only one evaluation. Faculty may choose which one(s) to submit and may submit more than minimum requirement.)
Tenured faculty seeking promotion must evaluate all classes for at least one semester each year for each of the previous four years or from initial appointment, whichever is the shorter period.
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4. 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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5. 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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6. Effective Use of IDEA Depends on
Selecting the appropriate form
Selecting appropriate course goals
Interpreting the results correctly
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7. Choosing the Long or Short Form
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8. 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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9. 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
Calculus versus Hist
English Writing versus Sociology
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10. Selecting Objectives on the Faculty Information Form
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11. When to mark an objective as important or essential
You may also want to review the IDEA Center Advice on selecting objectives.
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12. Interpreting IDEA Results
Overall Progress on Relevant Objectives most important
Use Adjusted score since this score compensates for class size and student motivation
Score (national mean = 50) represents student's perceptions of progress on the weighted average of objectives that the instructor has identified as essential and important
It is the single best measure of teaching effectiveness. 
Keep in Mind:
Not appropriate to use these scores to make fine discriminations
Most useful for identifying the extremes in teaching effectiveness
Best to look at averages or trends in evaluation performance across classes and across time
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13. Report Form
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14. Relationship Between Progress on Relevant Objectives and Excellence of Teacher
When student feel like they are making progress, they rate the instructor as excellent more frequently
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15. Report Form
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16. Improving Teaching and Learning
Diagnostic (Long) Form
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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. Map goals to activities or assignments that relate to progress.
Monitor student’s progress on those goals and provide alternative opportunities for improvement on the goals.
Don’t have evaluations completed immediately after giving a test.
Use active learning techniques. Engagement promotes learning.
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18. Thank You Dr. Theresa Ennis University Assessment Director ; Office DBRY 326 Amy McCoy Administrative Support Specialist ; Office DRBY 326
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