1. IDEA Student Ratings of Instruction
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IDEA Student Ratings of Instruction
1.0 - Welcome
Welcome to the IDEA Center’s training module
Ohio Dominican University
Faculty Information Session
Fall 2008
Adapted with permission from 10/22/07 presentation by
Dr. Bill Pallett
The IDEA Center

2. What does IDEA stand for?
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What does IDEA stand for?
Individual Development and Educational Assessment
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3. What makes IDEA unique? Student Learning Focus Diagnostic Component
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What makes IDEA unique?
Student Learning Focus
Diagnostic Component
Scores Adjusted for Extraneous Influences
Documented Validity and Reliability
National Comparative Data
Group Summary Reports Available
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4. IDEA as a Diagnostic to Guide Improvement
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IDEA as a Diagnostic to Guide Improvement
5.1.0
Using the Diagnostic Form to guide improvement efforts is a central part of The IDEA Center’s Mission. This can only be done with the Diagnostic Form. The Short Form only provides summative feedback that helps with administrative decisions.
And as a Tool to Evaluate Teaching Effectiveness

5. Underlying Assumptions
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Underlying Assumptions
Students are not qualified to assess:
Faculty expertise
Appropriateness of goals, content, and organization of course
Materials used in delivery
How student work is evaluated, including grading practices
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6. Other Sources of Evidence of Faculty Performance
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Other Sources of Evidence of Faculty Performance
Self-evaluation/reflective statement
Description of current teaching
Course materials
Graded appraisal tools
tests, essays, papers, etc.
Feedback from mentors/colleagues
Peer observations
Classroom assessment/research efforts
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7. IDEA Student Ratings of Instruction Overview
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IDEA Student Ratings of Instruction Overview
Faculty Information Form
Student Survey

8. IDEA FIF: Faculty Information Form
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IDEA FIF: Faculty Information Form
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9. Course Information IDEA Department Codes Extended list:
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Course Information
IDEA Department Codes Extended list:
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10. Course Description Items
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Course Description Items
Optional
Best answered toward end of term
Bottom of Page 1
Top of page 2
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12 Learning Objectives
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12. FIF: Selecting Objectives
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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?
Discussing meaning of objectives:
a few weeks before administered - discuss process with students, including use of results and meaning
discuss instructional objectives early in the course
EXERCISE -- Complete FIF -think of a class you will be teaching this fall
-try to pick out the 3-5 objectives that best fit for your course
- use the Instructions to Faculty - page 4 to help
- note questions and we will come back and discuss as a group
those that you select as of minor or not importance are not included in the report except for frequencies at the end.
Validity -- student progress means are higher for essential than for important or no/minor importance
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13. Student Survey: Diagnostic Form
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Student Survey: Diagnostic Form
Teaching Methods: Items 1-20
Learning Objectives: Items 21-32
Student and Course
Course Management/Content: Items 33-35
Student Characteristics: Items 36-39, 43
Global Summary: Items 40-42
Experimental Items: Items 44-47
Extra Questions: Items 48-67
Comments
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14. Student Survey Ability to add extra questions Comments Individually
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Student Survey
Ability to add extra questions
Individually
Departmentally
Keep a copy
Comments
Handled internally (they don’t work them up)
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15. Best Practices Discuss meaning of objectives with students
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Best Practices
Discuss meaning of objectives with students
Early and at mid-term in the course
Inform them they will be asked to rate their own progress on objectives
Reflect on their understanding of course purpose and how parts of course fit the 12 objectives
Definitions of terms and approach
Include in the syllabus
3.1.10
Progress is more likely if students and faculty are clear about the major purposes of the course. Thus the opportunity to consider the relevance of IDEA objectives to their own purposes in taking your course may, in itself, stimulate success. If student perceptions of the importance of the objectives and their relevance to the course are substantially different from yours, it may be helpful to explain your rationale for selecting (or not selecting) a given objective. This should increase the usefulness of student feedback.
The language that you use to communicate course objectives to your students will likely be different from the language used by the IDEA system. Therefore, we recommend that you discuss with your students how the IDEA system is related to your course. Clear communication about the course learning goals is essential to the effective use of the IDEA system.
We suggest that you discuss the meaning of the objectives early in the course. It is desirable to let students know that they are going to be asked to rate their own learning progress, and that these ratings are taken very seriously. Give students a copy of the 12 IDEA learning objectives, or list those that you have selected. Ask them to reflect on their understanding of the course’s purposes, the degree to which they reflect the student’s own goals, and the way in which they believe the various parts of the course relate to each of the objectives. In addition to being used as a feedback tool, the IDEA system encourages reflection of teaching and learning in activities that support self-directed autonomous learning.
Communicating expectations is a good teaching practice and can benefit the learning process, not just the quality of student responses to IDEA. Some faculty actually use the IDEA objectives as broad objective headings in their course syllabus and then identify how the specific course objectives relate to the broader IDEA objectives.
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Report Overview

17. Page 1: Global Assessment
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Page 1: Global Assessment
Weighted average of Progress on instructor selected (“relevant”) objectives
Overall, I rate this instructor an excellent teacher
Overall, I rate this course as excellent
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18. Page 2: Student Progress
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Page 2: Student Progress
Report of progress on “Essential” or “Important” objectives
Student perceptions of course demands
Student self-assessment of motivation, academic effort, and work habits
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19. Pages 3 and 4: Diagnostic and Statistical Detail
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Pages 3 and 4: Diagnostic and Statistical Detail
Page 3
The diagnostic component
Teaching methods to consider employing more frequently to support learning
Not intended for making summative judgments
Page 4
Statistical Detail
Additional Questions
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Questions?