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The role of course evals in faculty reviews : One perspective

The role of course evals in faculty reviews : One perspective. John Petraitis CAFE March 25, 2011. Summative vs. Formative. Summative: Course evals as ends 1 st page of IDEA report Formative/Developmental Course evals as means Remaining pages of IDEA. Logic of IDEA.

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The role of course evals in faculty reviews : One perspective

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  1. The role of course evalsin faculty reviews:One perspective John Petraitis CAFE March 25, 2011

  2. Summative vs. Formative • Summative: • Course evals as ends • 1st page of IDEA report • Formative/Developmental • Course evals as means • Remaining pages of IDEA

  3. Logic of IDEA • One size does not fit all • Allows faculty to identify key objectives • E.g., exploration of personal value, vs. creativity vs. understanding principles • Advertise the warts • Reliability and representativeness

  4. Three Key Pieces • 12-itemFaculty Info Form (FIF) • 36-item Student Reaction to Instruction Form (SRIF) • Multi-page Report

  5. FIF • 12 learning objectives

  6. FIF • Which of the 12 objectives do I chose? • Depends on course • Depends on instructor • Depends on section • Depends on dept • Recipes for disaster • Choosing all of them • Choosing none of them (by not filling out FIF)

  7. SRIF • Two kinds of Q’s • 36 questions linked to 12 learning objectives. • Extraneous influences, e.g., • Discipline • Student motivation • Class size

  8. Marriage of FIF &SRIF • Weighting of students responses (on SRIF) for results/report • M = 0 • I = 1 • E = 2

  9. The Report (page 1) • Reliability and Representativeness • Reliability • Based on number (not percent) of respondents • Would adding a few more respondents potentially alter the results dramatically? • Representativeness • Based on percent (not number) of respondents • 65% response rate is considered representative

  10. The Report (page 1) • Reliability and Representativeness • Reliability • Based on number (not percent) of respondents • Would adding a few more respondents potentially alter the results dramatically? • Representativeness • Based on percent (not number) of respondents • 65% response rate is considered representative

  11. The Report (page 1) • Reliability and Representativeness • Representativeness is key • If representative, reviewers could use page 1 as summative and formative • If not representative, reviewer might use if it helps the candidate

  12. The Report (page 1) • Averages: • Section A: “I” and “E” objectives • Adjustments to IDEA Ratings • Discipline (national comparisons) • “Extraneous Influences” on student ratings are used to adjust scores or ‘level the playing field’ • SRIF Item #39: I really wanted to take this course regardless of who taught it • SRIF Item #43: As a rule, I put forth more effort than other students on academic work • Class size

  13. The Report (p. 2-3) • Improving Teaching Effectiveness (food for thought)

  14. IDEA and your review file • Do your own formative evaluation • What can you learn from pages 2-3? • Show your interest in professional development • Do it even if IDEA is not reliable or not representative • Do your own summative evaluation • Make it easy. Make it clear.

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