1 Assess course quality and teaching performance Assist in teacher improvement Give students an opportunity to provide input Satisfy accreditation requirements Primary Objectives of Course Evaluation ID: 749701
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Slide1
Course Evaluations at BYU-Idaho
1Slide2
Assess course quality and teaching performance.Assist in teacher improvement.
Give students an opportunity to provide input
Satisfy accreditation requirements
Primary Objectives of Course Evaluation
2Slide3
The Numbers3
F09
W10
S10
Classes Evaluated
1,514
1,406
1,264
Instructors Evaluated
494
509
485
Evaluations Administered
44,794
43,035
39,996Slide4
Completion Rates4Slide5
Completion Rates5
College
F09
W10
S10
Agricultural & Life
Sciences
65%
64%
62%
Business &
Communication
69%
69%
67%
Education & Human
Development
72%
68%
69%
Language &
Letters
64%
66%
66%
Performing & Visual
Arts
53%
53%
52%
Physical
Sci
&
Engineeering
76%
78%
76%
Grand Total
66%
68%
68%Slide6
The Overall Instructor Rating6Slide7
We aggregate and track . . .Overall instructor ratingOverall course ratingPerceived learningHours of preparationSatisfaction
Learning model scalesWe use the overall instructor rating to . . .
Support CFS decisions
Compare classifications (
online, adjunct, veteran, 1-year)
Watch trend
Red flag instructors at or below 10%tile
How Does the Administration Use The Data?
7Slide8
Time of DayStudent traitsAgeAcademic aptitudeGPAClass level
Personality
Instructor Traits
Age
Years of teaching experience
What the Research Shows – Non-factors
8Slide9
Class SizeSmaller classes tend to receive higher ratings.Reason for Taking CourseElective courses receive higher ratings than required courses.Expected Grade
Positive but low.
Discipline
The highest ratings go in the following order to:
Arts & Humanities
Biological & Social Sciences
Business & Computer Science
Math, Engineering, & Physical Sciences
What the Research Shows - Factors
9Slide10
Difficulty LevelCourses that are more difficult or have greater workloads received higher ratings.Course LevelUpper division receive higher ratings than lower division.
Motivation
Prior interest in subject matter or class leads to higher ratings.
Student Major
Majors are a bit more positive.
What the Research Shows - Factors
10Slide11
Instructor GenderSame-gender instructors receive slightly higher ratings.Instructor PersonalityKnowledgeable, warm, outgoing, and enthusiastic teachers receive higher ratings.
Scholarship
Teachers with more publications receive slightly higher ratings.
Timing
Administration during final exams are lower.
PR
Framing re promotion & tenure gets slightly higher ratings.
What the Research Shows - Factors
11Slide12
Do these findings hold for byu-idaho?12Slide13
Findings From 2009 – 2010 Data13Slide14
Findings From 2009 – 2010 Data14Slide15
Findings From 2009 – 2010 Data15Slide16
Findings From 2009 – 2010 Data16Slide17
Findings From 2009 – 2010 Data17
PS & Eng
Ag & LS
Bus &
Comm
Ed & HDSlide18
Findings From 2009 – 2010 Data18
Gender
of Student
Gender of Instructor
Female
Male
Female
5.85
5.69
Male
5.82
5.89
Overall
5.83
5.86Slide19
Findings From 2009 – 2010 Data19Slide20
Findings From 2009 – 2010 Data20Slide21
Supplement with direct measures of learningAdjust the composite measures forDisciplineGenderReason for taking classGrade ExpectedRework the Learning Model scoresBetter reports
Shorten the instrumentDevelop some information for students
Dreams for
the Future
21Slide22
Are we asking the right questions?Are we asking too many questions?Should we evaluate every course every semester?Is the timing of the evaluation optimal?How do you use course evaluation data (numbers and comments)?Is the information valuable?Are the reports adequate?
Should some of the course evaluation data be made available to students to counter biased information on the web?
Discussion Items
22Slide23
© 2008 Brigham Young University–IdahoSlide24
Raw vs Weighted Averages24
85% see little or no difference (-.1, 0, .1) = 85%
76 get a better rating; 21 get a worse rating
2 get a significantly worse rating