MSU IDEA Pilot Study Preliminary Results

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1 MSU IDEA Pilot Study Preliminary Results This document was a quick attempt to share what was learned from the pilot of a new course evaluation form created and administered by the IDEA Center (http://ideaedu.org/services/student-ratings). We piloted the short form of their instrument but added questions as described below. One of the advantages of this service is that both scaled and open-ended questions can be added to the form. We strongly suggest that you read the description of the system as described in the link above. It should be noted that the summary below was not an attempt to develop a detailed, rigorous statistical analysis of the data collected during the pilot. The intent was simply to describe a general sense of the experience. Background: Fall 2014, a handful of faculty volunteers participated in a Pilot application of the IDEA student rating of instruction instrument (Short Form) delivered in an online format. The IDEA survey was available to approximately 3000 students enrolled in one of 43 separate sections taught by 19 MSU faculty. Faculty affiliation, TT or NTT status, and gender are summarized in the following table. Faculty Affiliation Faculty Status Gender History & Philosophy 4 TT 12 Male 11 JJCBE 12 NTT 7 Female 8 Total: 19 The IDEA Short Form consists of 18 objective questions and a single open-ended comment question. The objective questions consist of 12 questions about progress on generic learning objectives, 4 questions about student motivation and effort, and 2 overall rating questions. To the standard IDEA Short Form questions, we added 9 objective and 5 open ended questions in two groups. The first group of questions covered student effort, perceived learning, and instructor concern. The three open ended questions in this area asked students about the instructors strengths, potential changes to improve the course, and what other students should know about the course. The other added questions were about the IDEA online survey. IDEA Response Rate: Of the roughly 3000 students eligible to complete the IDEA course evaluation survey, only about 1460 students did complete the survey for a MSU mean response rate of 47.2%. The highest response rate obtained in any course was 88.2% and the lowest response rate as 11.4%. The following chart displays the distribution of response rates in the Pilot.

2 Number of Courses Distribution of Response Rates Response Rate Range During Webinar training sessions with representatives from IDEA and Campus Labs, the organization that provides the online delivery platform, response rates should be 60% or higher in order to consider the responses representative of the course. In the pilot, just over 30% of the courses met this 60% threshold! If MSU adopts some type of online student rating of instruction system, a significant education and training program should accompany the system to inform students of the importance of completing the survey and train faculty on techniques to increase their response rates. Anecdotally, the instructor who achieved the 88% response rate communicated the importance of the survey to his students and provided both time and hardware in class for them to complete the survey. Whereas the instructor with the 11% response rate only mentioned the survey a couple of times and devoted all class time to a difficult end-of-term student project. Student Reaction to the IDEA online survey: Student responses to the four objective questions about the survey itself are reported in the following table. Responses were from 1 indicating strong disagreement with the statement to 5 indicating strong agreement with the statement. Limits for Mean Questions N Mean Lower Upper I was able to rate or evaluate all relevant aspects of my class experience. I appreciate the opportunity to evaluate my class experience at this level of detail. There were too many questions and/or it took too long I prefer providing course feedback by completing paper forms in class to providing feedback electronically

3 About half of the students who submitted the IDEA survey form completed these questions based on 712 responses out of submitted surveys. For these students, there is fairly strong agreement that the survey covered all topics relevant to them and that they liked the in-depth questions. This group tended to agree that the survey was too long and/or it took too long to complete. They seem to be divided over whether a paper based course evaluation or an online evaluation is preferred. Students also had an open ended question in which to comment about the IDEA survey. Some students provided lengthy comments covering many points, others provided only a couple of words, and still others provided no response at all. The comments were categorized into general themes as can be seen in the following table.

4 Category of Comment Pct. Too long/too many questions 22% More effective in-depth feedback 11% Enjoyed Online Survey (both format & Questions) 9% Better than traditional paper form 9% More in-depth about instructor & course 8% Online provides opportunity to reflect on answers 6% Fear/Concern about low online participation 5% Not all questions relevant to my class 4% Prefer Paper Survey 3% Online Survey takes longer than paper 3% Too many open-ended comment areas 3% Vague and/or Redundant Questions 1% Improve Notification 1% Other: Positive about IDEA 7% Other: Neutral towards IDEA 3% Other: Negative towards IDEA or course evaluations. 4% Excessive length was the most common comment, although it should be noted that we significantly lengthened the survey by adding questions about the survey itself. However, many students reported that they often feel rushed to complete the old paper evaluations in class or that they want to leave class and the surveys are distributed at the end of class. The appreciated the ability to take their time and be thoughtful in the online environment. Plus they can provide feedback on the course even if they missed the day the evaluations were distributed. Surprisingly, a number of students expressed concern about not doing the evaluations if they were online. Some thought that they would simply forget at that busy time of the semester and others that their peers would not respond. In the Other: Negative category, there were those who just wanted their old familiar paper forms but a surprising number worried about confidentiality, the relevance or utility of providing feedback that probably wasn t acted on, and a few dislikes of any bureaucratic feel good process. One student acknowledged that doing one IDEA survey probably wasn t that bad but if he/she had had five to do it would have been way too much. Two particular comments of note: 1. First time I did this for class, I thought is was too long. But now I really appreciate the chance to go into further detail. 2. The more questions you ask me the less I care about being truthful.

5 Faculty Feedback on the IDEA online survey Faculty, on short notice, were given an opportunity to provide feedback on the IDEA form. Questions were provided in several areas. Overall Impressions: Feedback from the IDEA evaluation will be more helpful in improving my learning outcomes than feedback from the Knapp evaluation. Disagree 9.1% Neutral 18.2%. Agree 27.3% Strongly Agree 45.5% Feedback from the IDEA evaluation will be more helpful in improving my pedagogy than feedback from the Knapp evaluation. Disagree 36.4% Neutral 00.0%. Agree 36.4% Strongly Agree 27.3% In general, feedback from the IDEA evaluation was more useful than feedback from the Knapp evaluation. Disagree 18.2% Neutral 27.3% Agree 18.2% Strongly Agree 36.4% I learned something about my teaching from the IDEA evaluation than I haven't learned from the Knapp evaluation. Disagree 45.5% Neutral 27.3% Agree 18.2% Strongly Agree 9.1% Overall Comments: I have NO IDEA why I got terrible, terrible scores on the IDEA survey and then pretty good to good scores on the KNAPPs. I like the way IDEA surveys are built and I honestly think they are the better choice -- but not if they make me look like a terrible teacher! I don't want to lose a merit increase over IDEA scores when my KNAPP scores are always so good. I don't know what to do about this -- I'm baffled and I wonder if maybe I mis-handled the IDEA class surveys in some catastrophic way. But I hope my chair or my Dean NEVER see those idea scores. They will think I am a terrible teacher. I don't know what happened. Totally different from the KNAPP scores -- distressing!

6 I used IDEA forms for several years at my last institution and found them to be immensely helpful in thinking about the objectives of each class, how to pursue them with clear intentions, etc. I also found useful their links to additional resources, for continued work on improving my teaching. I highly recommend MSU shift away from Knapp, and to the IDEA form or another resource that truly engaged with teaching and learning. Students are asked relevant questions and questions they are qualified to answer. Open-Ended feedback is focused and informative. The feedback provided could be very insightful, or could be overly complimentary or disparaging due to the ability of the student to spend some time drafting their comments and adding more data and maybe feeling the ability to comment more without repercussions. A suggestion to help manage this is to make sure that all students are involved in the IDEA survey ( I had about a 35% participation) in order that the tails of the normal curve, those with a strong agenda in either direction, are not driving the results. I think the feedback is much more useful from the IDEA form. It also gets the feedback to us much more quickly than the Knapp data. My only concern is the length of the IDEA form and whether it's a challenge for students to complete. I'm also not quite sure how to make use of the national norm data yet. The IDEA evaluation was great but I still get the best information on an individual feedback form that I personally create. The questions relate specifically to my class. For example, I ask did you like the in-class xyz project? This is the most valuable feedback and I will continue to ask students to complete it so I can make particular adjustments to the class better for my future students. Because IDEA is closely tied to learning outcomes, the information collected from students is generally much more useful than with the Knapp form. I feel the IDEA evaluation was at best a duplication of what the knapp evaluation provided, but with less participation. It does provide quicker feedback. Response Rates: Feedback from the IDEA evaluation will be more helpful in improving my learning outcomes than feedback from the Knapp evaluation. Which of the following did you do to try to increase the student response rate? (Check all that apply) Notified students in advance about the online course evaluation (IDEA Pilot). 72.7% Encouraged students to complete the online course evaluation (IDEA Pilot). 81.8% Repeatedly encouraged students to complete the online course evaluation (IDEA 54.5% Pilot). Provided an in-class opportunity for students to complete the online course 54.5% evaluation (IDEA Pilot). Monitored the response rate while the evaluations were open and exhorted 9.1% students to complete the online course evaluation (IDEA Pilot).

7 Response Rate Comments: Used as "extra credit" assignment - 10 points toward their lowest course section (e.g., homework or quizzes). Students had to send me a screenshot that showed they had completed the evaluation to earn the points. I provided in-class opportunity and my response rate was only 67%. I did not monitor or otherwise encourage students to participate in the survey beyond mentioning it in class and that it was experimental. Looking back, I may have been able to get more and better information by managing the process better. In addition, a few students could not access the survey through the links provided or were not in time, again this may be able to be more proactively managed. I let them know in class, ed a reminder and posted it on D2L. Then I gave time in class for them to complete it. I got 85% or so response rate.

8 Summative Feedback: I found the Summary Evaluation to be... NA didn t review 9.1% Very Informative 27.3% Useful comparative data 54.5% Moderately informative/useful 9.1% Unintelligible or Useless 0.0% I found Progress on Relevant Objectives when I drilled down to be NA didn t review 9.1% Very Informative 27.3% Useful comparative data 54.5% Moderately informative/useful 9.1% Unintelligible or Useless 0.0% I found Overall Ratings when I drilled down to be NA didn t review 9.1% Very Informative 27.3% Useful comparative data 27.3% Moderately informative/useful 36.4% Unintelligible or Useless 0.0% Quantitative Feedback: I found the Progress on Learning Objectives quantitative data to be useful. Disagree 0.0% Neutral 30.0% Agree 60.0% Strongly Agree 10.0% I found the students' judgments about their effort, desire to take the course, and overall ratings to be useful. Disagree 9.1% Neutral 18.2%. Agree 54.5% Strongly Agree 18.2% I found the students agreement or disagreement with additional course/learning questions to be useful. Disagree 9.1% Neutral 36.4% Agree 54.5% Strongly Agree 0.0%

9 Qualitative Feedback: 1. How would you characterize the qualitative feedback you received from the IDEA Pilot? a. Distressing and a little freaky. I usually get fantastic teaching scores. b. More directed than on Knapp form. Many students also appeared willing/able to write more, as it was online rather than on paper. c. Focused on specifics that I can use to improve course or pedagogy. d. Generally good, but more at either end of the scale, not as many in the middle. With only 1/3 of the students responding, those with strong feeling in either direction may have been more likely to respond. In my case, I was guilty of being late on feedback for one major assignment, which then backed up feedback for all the other assignments. This became a much bigger issue than I realized during the semester and became a rallying point for those who had negative feelings and I think swayed the overall results. They may have been somewhat (though not significantly) different with a larger sample of the class population. I do not disagree with the concern for timely feedback and did not perform well in this case, and certainly could have managed the process better, but I also believe the comments in general shifted to a negative position because the ones who were very upset may have found a vehicle to voice that that was not tempered by the other students who may not have been as concerned (or may have actually been more concerned and felt it was not worth the effort to comment because it wouldn't help change my performance or affect them any more). e. I received a lot of useful written comments from students. I found them very helpful and informative. f. Useful g. Useful, not a whole lot different from the Knapp evaluations. h. Most of it was about the length of the IDEA instrument i. it seemed to send a more confusing message than Knapp feedback. Could be my class was so busy at the time of submission. 2. Briefly compare and/or contrast the qualitative feedback from the IDEA Pilot with qualitative feedback from the Knapp. a. I think you get the idea. I am Pro-IDEA, actually, as I think the measures have the potential to be more useful and more refined. But I am not convinced that I am really a terrible teacher and that KNAPP has been covering that up all these years. At least, I hope that isn't true.... b. See above. Again, more directed, perhaps because the IDEA questions were more specific to teaching and learning (as opposed to general/conceptual, did s/he stand on head kinds of questions) c. Knapp comments tend to be positive or negative general but unhelpful: "Best MSU Professor so far" or "Worst MSU Professor." More a confirmation of liking or not liking me. IDEA comments were focused on strengths and areas for improvement. Generally more useful feedback.

10 d. As the feedback was more, in my mind, toward either end of the scale, not having the 'moral majority' data to help temper the somewhat vitriolic comments that are not normally encountered (in my experience) in the Knapp feedback is of concern. For example, having seen both sets of comments, I am pretty sure that that specific comments in both could be identified as written by the same person and the ones in the IDEA format were much more one-sided and not written in a supportive manner. These comments have a basis in my performance in the semester, but were much more detailed negatively than typically experienced in the Knapp forms that are done more quickly in class. e. Much more detailed and informative than the Knapp hand written comments. f. the IDEA pilot allowed students to be specific. However, most comments were short. g. The qualitative feedback was very similar. h. First time is an aberration because comments were less about the course and more about the form i. In my opinion, the Knapp forms provide a more concise message regarding what is going well, and areas for improvement. I think the manual process of the Knapp form serves as a buffer for clearer assessment, as well as the peer pressure of the students classmates physically presence regarding the importance and opportunity to assess and influence both faculty and curriculum performance and change. Final Comments: I'd do it again if we want more data. I'm scared though. USE IT! Response rates with online are a problem that must be addressed. I do look forward to drilling into the IDEA data more and the greater amount and maybe quality of information may help identify key things I can concentrate on in the future. I think it's great! IDEA is much better form because the information it collects is more helpful in thinking about learning outcomes and pedagogical strategies.

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