IDEA

IDEAWhat it is and How to Implement the SystemTexas A & M, February 2013

Shelley A. Chapman, PhDSenior Educational Consultant

IndividualDevelopmentEducationalAssessment

Teaching ImprovementFaculty Evaluation

Curriculum ReviewProgram AssessmentAccreditation

What is teaching effectiveness?

Being OrganizedBeing PromptBeing Clear

Relating course material

to real life situationsRequiring

critical thinking

Forming learning teams

Introducing

stimulating ideas

Inspiring students to set and achieve goals

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

What is teaching effectiveness?

Philosophy of IDEA

Primary indicant ofTeaching Effectiveness

= Facilitating Learning

Conditions for Good Use

The instrument • Targets learning • Provides suggested action steps for teaching improvement• Has evidence for validity

Conditions for Good Use

The Faculty• Trust the process• Value student feedback• Are motivated to make

improvements

Conditions for Good Use

Campus Culture• Teaching excellence - high

priority• Resources to improve -

provided• Student ratings - appropriate

weight

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)

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 ideasOnline, Paper

What the reports sayand what they mean

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

Faculty Information Form

Student Learning ModelSpecific teaching behaviors are associated with certain types of student progress under certain circumstances.

Student LearningTeaching Behaviors

Circumstances

Student Learning Model: Diagnostic Form

Student LearningItems 21-32

Teaching Behaviors

Items 1-20

CircumstancesStudents: Items 36-39, 43

Course: Items 33-35Summary Items: 40-42Research Items: 44-47Up to 20 extra items

Student Learning Model: Short Form

Summary Measures: Items 16-18Experimental Questions: Items 1420 Additional Questions

Student LearningItems 1-12

Teaching Behaviors

CircumstancesStudents: Items 13-15

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.

Faculty Information Form

Common Misconception #1

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

Common Misconception #2

Effective instructors need to successfully employ all 20 teaching methods in a given course.

Relationship of Learning

Objectives to Teaching Methods

Common Misconception #3

The 20 teaching methods items should be used to make an overall judgment about teaching effectiveness.

Faculty Evaluation

Faculty Information Form: Discipline Codes

www.theideacenter.org/DisciplineCodes

Faculty Information Form: Local Code

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

IDEA Online

FIF Online Delivery

• Reminders are delivered by email• Start/end dates are determined by Institution• Access is unlimited while available• Questions can be added • Objectives can be copied

Copying Objectives

Student Survey Online Delivery

• Link is on Howdy• Reminders are sent by email• Start/end dates determined by Institution• Submission is confidential and restricted to one

Online Response Rates – Best Practices

• Create value for feedback• Prepare Students• Monitor and

Communicate

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

Diagnostic Report Overview1. 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?

Your Average (5-point Scale)

Raw Adj.

A. Progress on Relevant Objectives1

Four objectives were selected as relevant (Important or Essential—see page 2)

4.1 4.3

1If you are comparing Progress on Relevant Objectives from one instructor to another, use the converted average.

1. How did Students Rate their Learning?

ProgressOnRelevantObjectives

4

4.3 + 4.34.14.23.6

5

Summary Evaluation: Five-Point Scale Report Page 1

Your Average Score

(5-point scale)

Raw Adj.

A. Progress on Relevant ObjectivesFour objectives were selected as relevant (Important or Essential—see page 2)

4.1 4.3

Overall Ratings B. Excellent Teacher 4.7 4.9

C. Excellent Course 4.1 4.4

D. Average of B & C 4.4 4.7

Summary Evaluation(Average of A & D) 4.3 4.5

50%

25%25%

2. What contextual factors impacted those scores?

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

Comparisons (Norms): Converted Averages

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

Page 2: What did students learn?

Page 3: Suggested Action Steps

#16#18#19

POD-IDEA Notes onIDEA Website

POD-IDEA Notes

• Background• Helpful Hints• Application for online

learning• Assessment Issues• References and

Resources

IDEA Papers

Resources for • Faculty Evaluation• Faculty Development

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

IDEA Website and Who’s Who

www.theideacenter.org

Questions ?www.theideacenter.org

Visit our IDEA Help Community!