Using the IDEA Student
Ratings System:
An Introduction
University of Saint Thomas
Fall 2012
www.theideacenter.org
Plan for this Session
• Evaluation of Teaching at UST – a bit
of background
• IDEA Student Learning Model
• Using IDEA:
•
Forms –What you and your students do
 Best practices during your course
•
Using IDEA to guide teaching
improvement efforts– the Report
• Resources for help with IDEA
Reflective Practice with IDEA: A
Piece of the Puzzle • IDEA student
evaluation
• Peer Review
Collect • Self Reflection
Improve
Feedback
Interpret
Results
Reflect &
Discuss
Read &
Learn
Student Learning Model used in
IDEA: Assumptions
• Effective teaching is assessed by students’
perception of their learning
• Learning is based on progress toward
specific objectives chosen by the
instructor
Student Learning Model
Teaching
methods
Student
learning
Circumstances
What is the IDEA system?
• Faculty Information Form (on-line)
• IDEA Student Ratings of Instruction
Diagnostic (long) form
OR
Short form
• Reporting System (4-page report)
Forms Overview
Faculty Information Form–
On Line in “Murphy” for Faculty &
Advisers
• Indicate your chosen 3-5 Learning
Objectives for your course
• Provide course information
Faculty Information Form
Faculty choose only 3-5 LEARNING OBJECTIVES that are
Essential or Important in a particular course
Learning Objectives
• Types of learning that reflect the instructor’s
primary goals in the course
• Should be chosen based on course activities
that specifically develop student competencies
that are assessed
Learning Objectives
Choose 3-5 for any one course:

Some are Essential (= primary importance)
 Some are Important (= secondary importance)

“Essential” objectives valued twice as much as
“Important” objectives in ratings calculation

Minor importance objectives do NOT influence
results!
Course Description Items
• Optional – for IDEA research purposes
• Best answered toward end of term
• Do NOT influence your results
Best Practices
• Discuss meaning of objectives with students

Early in the course (e.g., first day!) – have the
objectives be part of the course syllabus

Inform students they will be asked to rate their own
progress on objectives at the end of the semester

Clarify differences in perception of objectives’
meanings (student vs. instructor)
Integrating objectives into course
design: An example for a syllabus
Goals and Expectations: My three objectives in this course
are for you to:
1. Learn to analyze and critically evaluate ideas,
arguments, and points of view
To do this, you will read and critique scholarly articles and
participate in class discussions.
2. Develop skill in expressing yourself in writing
To do this, you will write a proposal for a research project in APA
format.
3.Learn how to find and use resources
To do this, you will use scholarly books and articles for your
research proposal
Best Practices
•
Progress on objectives is more likely if students and
faculty are clear about the major purposes of the
course!
•
Have students reflect on their understanding of course
learning objectives and how various parts of course fit
your chosen objectives
•
Show students how they are making progress on
objectives with constructive feedback
•
Consider using midterm feedback to have the students
reflect on their progress on the objectives
Student Form –
Diagnostic (Front)
• Rate teaching
methods (#1-20)
• Rate progress on
12 learning
objectives (#2132)
Teaching Methods
• This section used for formative information
only -- not for assessment of teaching
effectiveness
• Instructors are not expected to rank highly
in all 20
Teaching methods
Learning Objectives
• Data are used for both formative and
summative assessments
• Student ratings reported only for instructor’s
chosen Essential or Important objectives:
o
1 (no progress) to 5 (exceptional progress) scale
Learning Objectives
• Only 2-5 per course should be emphasized
Student Form –
Diagnostic (back)
• Student/course
characteristics
• Global ratings of
instructor; of
course
Student Form –
Diagnostic (back)
Information for
adjusting raw
scores:
• Effort (#37)
• Motivation for taking
course (#39)
• Work habits (#43)
Student Comments
Short Form
• Assess learning
objectives only
• No teaching methods
surveyed
• Student information –
effort, work habits,
motivation
• Back of form for
comments
Report Overview
The IDEA Diagnostic Form Report
• What were students’ perceptions of their
progress on my learning objectives?
• What are overall assessments of the
course and me as a teacher?
• What might I do to improve my teaching?
Page 1: Global Assessment
• A.Weighted average of
Progress on instructor
selected (“relevant”)
objectives
• B. Overall, I rate this
instructor an excellent
teacher (#41)
• C. Overall, I rate this
course as excellent (#42)
Page 2: Student Progress
• Report of progress on
“Essential” or
“Important” objectives
• Student perceptions of
course
• Student description of
self (effort, motivation,
work habits)
Page 2 bottom: Course and Student
Descriptions
Effort
Motivation
Work Habits
The IDEA Diagnostic Form Report
• What might I do to improve my teaching?
Page 3: What might I do differently?
Relationship of
Learning
Objectives to
Teaching Methods
See handout
IDEA Resources
• Classroom Consultants can help with:
•
•
•
•
Choosing objectives and integrating them into
your course
Filling out faculty information forms
Interpreting results
Providing formative suggestions and teaching
resources
• 10 consultants have been trained on the
IDEA system; see FD website:
http://www.stthomas.edu/fdc/consulting/
IDEA Website Resources
http://www.theideacenter.org/
•Support • Student ratings • Faculty information
form
•pdf files on Choosing Objectives
•Video training
•Knowledge base: IDEA papers, POD-IDEA
Notes on Instruction (Teaching Behaviors 1-20)
and Learning (Objectives 1-12)
Questions?