Council for Accreditation of Counseling and Related Educational Programs (CACREP) and The IDEA Student Ratings of Instruction System

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1 Council for Accreditation of Counseling and Related Educational Programs (CACREP) and The IDEA Student Ratings of Instruction System The Council for Accreditation of Counseling and Related Educational Programs (CACREP) is an independent agency recognized by the Council for Higher Education Accreditation to accredit master s degree programs in the following types of counseling: addiction; career; clinical mental health; marriage, couple and family; school; and student affairs and college counseling. Programs that seek CACREP accreditation engage in a thorough process of assessment, documentation, and peer review in order to be approved. This paper is a guide for the use of IDEA information for CACREP accreditation. It will provide a brief background and description of the IDEA Student Ratings of Instruction System, an explanation of how IDEA reports can be used to support unit-wide standards in general, and specific ways to use IDEA data for CACREP. Background and Description of IDEA While most course evaluation instruments measure teaching effectiveness by comparing the behaviors and approaches of the teacher to what a teacher should be doing in the classroom, the philosophy behind the IDEA system is different. The IDEA survey s chief indicator of teaching effectiveness is how well students rate their progress on the types of learning that faculty target. IDEA for Individual Faculty Use Because every course is different, the IDEA system requires faculty to indicate the types of learning they are targeting for each course by completing the Faculty Information Form (FIF). Students rate their progress on the learning objectives and also provide overall ratings for teacher and course excellence. Additionally, students rate their own motivation to take the course and their work habits (data that are used to adjust scores for variables outside the control of the instructor), and how frequently faculty demonstrated certain teaching behaviors. Reports for individual faculty provide summary information on how well students rated their progress on the learning that the instructor targeted, as well as on the overall items of teacher and course excellence. Raw scores are provided along with scores adjusted for extraneous factors outside the control of the faculty. Diagnostic Form Reports also provide formative feedback with data-informed suggestions for teaching improvement efforts. Resources are available from The IDEA Center (at no cost) to help faculty implement new techniques, and thereby close the loop of assessment on an individual basis. IDEA for Program Assessment Group Summary Reports (GSR) aggregate student ratings data collected for individual courses in different ways to answer questions about the unit (or subgroups within the unit) as a whole. Information from the GSR can be used to answer questions related to teaching and learning, such as how often certain learning objectives are targeted, how much progress students report on those learning objectives, how frequently faculty utilize appropriate

2 teaching methods, and how often students rate the excellence of their teachers and courses in a favorable manner. Questions about student and course characteristics can also be explored by looking at how students rate their motivation, work habits, the difficulty of the subject matter, and other aspects of their learning experience. Feedback that reveals primary and secondary instructional approaches (e.g., lecture, discussion, seminar, etc.), course emphases (e.g., writing, oral communication, critical thinking, etc.) and particular circumstances that have either a positive or negative impact on learning can be used. An ongoing use of Group Summary Reports allows monitoring of progress over time. IDEA also provides Aggregate Data Files with complete course results in an Excel spreadsheet, which allows units to conduct customized research on their own data. A unit may analyze results to address specific issues related to its conceptual framework, quality initiative, program goals, or other areas of inquiry. IDEA provides national discipline benchmark data for individual instructors and units. While the confidentiality of individual institutions results is strictly maintained, IDEA s database of information about similar types of programs can be a useful tool for comparisons. Using IDEA for Accreditation in General The IDEA Student Ratings of Instruction system makes use of indirect evidence of student learning, i.e., students perceptions of progress on the learning that was targeted by their instructor. Indirect evidence cannot be substituted for artifacts of student learning; scores on licensure exams; or demonstrated knowledge, skills, and dispositions in the student teaching experience. However, there are two important reasons indirect measures, such as the IDEA Student Ratings of Instruction, should be included with direct measures. First, multiple forms of assessment should always be used to increase the reliability of the data being collected. Student ratings of instruction can be used in a process of triangulation along with many other types of assessment. Second, with IDEA data, formative feedback can be collected to inform one s practice and to provide data-informed suggestions for improvement efforts, thereby closing the assessment loop. Using IDEA for CACREP in Particular...CACREP encourages programs to choose models of assessment that provide the type of feedback that will lead to the continued excellence in their programs offerings. (CACREP, 2012) #Reflective Practice Model The IDEA Center. Page 2

3 The Reflective Practice Model for Use with IDEA When using IDEA within the Reflective Practice Model, the feedback collected are students perceptions of their learning that the instructor targeted. Results include research-guided suggested action steps which lead faculty to resources, written by experts, keyed to their results. Faculty can engage in discussions with their colleagues as they develop new ideas to try to improve the learning experience for candidates, starting the cycle again. CACREP Standards (2009) address three broad areas, as well as each of the specific areas of specialty: The Learning Environment: Structure and Evaluation, Professional Identity, Professional Practice, and six subspecialties of counseling. Information gained from IDEA Reports can be used particularly for the first standard, The Learning Environment: Structure and Evaluation and for the subspecialties. I. The Learning Environment: Structure and Evaluation The first three sections of this standard--the institution, the academic unit, and faculty and staff--relate primarily to whether the institution and the academic unit have the necessary resources and services to support the counseling program(s). Information gained from IDEA Reports would not be necessary for this part of the standard. The fourth section of this standard ( evaluation ), however, is a requirement for which IDEA information could be used to support the academic unit s claims. Evaluation AA. Program faculty members engage in continuous systematic program evaluation indicating how the mission, objectives, and student learning outcomes are measured and met. AA.1. A review by program faculty of programs, curricular offerings, and characteristics of program applicants. Using the Group Summary Reports (GSR) for each subspecialty, program faculty can review student perceptions of faculty performance, various aspects of curricular offerings, and many characteristics of students who are in the program. The following five examples demonstrate some of the ways IDEA information from Group Summary Reports could be used as part of continuous systematic program evaluation The IDEA Center. Page 3

4 Examples of using information from the GSR for Programs and Curricular Offerings Example 1. What types of learning are your faculty targeting in the courses they are teaching? Are the objectives emphasized consistent with this unit s stated curricular purposes and candidate learning outcomes (GSR, page 2)? Percent of Classes Selecting Objective as Important or Essential This Group (n=69) Institution (n=5,672) IDEA System (n=44,455) Objective 1: Gaining factual knowledge (terminology, classifications, methods, trends) Objective 2: Learning fundamental principles, generalizations, or theories Objective 3: Learning to apply course material (to improve thinking, problem solving, and decisions) 16% 70% 78% 13% 59% 75% 41% 58% 75% Objective 4: Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course 32% 35% 55% Example 2. What are the primary and secondary teaching modes being used? Number Rating: 69 Percent indicating instructional approach as: Primary Secondary Lecture 30% 41% Discussion/Recitation 33% 35% Seminar 28% 3% Skill/Activity 4% 10% Laboratory 0% 0% Field Experience 0% 1% Studio 0% 0% Multi Media 0% 0% Practicum/Clinic 0% 3% Other/Not Indicated 4% 7% Example 3. Which teaching methods might the group employ more effectively to support student learning? The graphs on page 7 of the Group Summary Report show the percentage of classes where the teaching method was employed frequently (a positive finding) or relatively infrequently (a negative finding) The IDEA Center. Page 4

5 Example 4. How do our students view the course work demands? Page 8 of the GSR provides information regarding students perceptions of the amount of reading, work other than reading, and the difficulty of the subject matter. Other questions that Group Summary Reports address include the following: 1. Do results change over time in the desired direction? 2. Do the data provide any supporting evidence that innovations or interventions have been successful? 3. What factors appear to have positive and negative influences on student learning? Another way to review curricular offerings would be to review which IDEA learning objectives are being targeted in each class. Department meetings may allow time to talk about targeted learning outcomes for the Faculty Information Forms, the feedback that is collected with the IDEA instrument, and the suggested action steps provided in the formative section of the individual Diagnostic Form Reports. Group Summary Reports can provide information to inform faculty development initiatives. Specifically, faculty can reflect upon their teaching experience in the following ways: The Faculty Information Form Faculty can use the Faculty Information Form (FIF) to reflect upon what they are targeting in each class individually, as well as collectively as a unit or program within a unit. The following curriculum map is an example of how a department within a unit might determine where different types of objectives are being targeted within a given program. Example of Curriculum Map. In the hypothetical curriculum map below, it would be noted that objective number 9, Learning how to find and use resources to answer questions and solve problems, has not been targeted in the courses listed. This could be a topic for department members to reflect upon: Does this make sense? Are we emphasizing information literacy and lifelong learning skills elsewhere in the program? Do we need to include this objective in any of the courses listed in this table? IDEA Learning Objectives Course Name Counseling Techniques X X X Ethical and Legal Issues in Mental Health Counseling X X X X Human Development and Counseling X X X X Diagnosis in Counseling X X X X Group Counseling and Group Experience X X X X Marriage and Family Therapy X X X X IDEA Learning Objective #9: Learning how to find and use resources for answering questions or solving problems 2012 The IDEA Center. Page 5

6 Faculty can also reflect upon teaching methods, learning environments, and candidate characteristics that impact learning by reviewing page 9 of the Group Summary Report, which provides summarized information from the Faculty Information Form. AA.4. Assessment of student learning and performance on professional identity, professional practice, and program area standards. Students self-report on learning gains can be used in triangulation with direct measures of learning. The Group Summary Report reveals, in aggregate form, how students rate their progress on learning objectives when those objectives were selected as important or essential. (GSR, pages 5-6) Objective 1: Gaining factual knowledge (terminology, classifications, methods, trends) This report Institution IDEA System Raw Avg. Adjstd. Avg. # of Classes ,963 31,991 This report Institution IDEA System Percent of classes where Raw Average was at least: Perhaps one element that may contribute toward how to look at student performance on professional identity may be found on page 8, section C of the Group Summary Report. This information summarizes how students rate their positive feelings toward this field of study as a result of taking courses in the designated group. C. Improved Student Attitude 40. (16) As a result of taking this course, I have more positive feelings toward this field of study. 5 point Scale Converted Score (Compared to IDEA) Raw Adjusted Raw Adjusted This report Institution IDEA System If the average converted score is above 50 for the IDEA database (the average for the converted scores distribution), you could have confidence that the effects of these courses are stronger than average toward contributing to the students positive dispositions toward the counseling profession. AA.5. Evidence of the use of findings to inform program modifications. Faculty can use the findings from both the individual Diagnostic Form Report and the Group Summary Report to inform program modifications. Specifically, the Diagnostic Form Report provides formative feedback on page 3 with suggested action steps for teaching improvement efforts The IDEA Center. Page 6

7 The Diagnostic Form Report Teaching Methods and Styles Guide for Using IDEA with CACREP Stimulating Student Interest Relevant to Objectives: (see page 2) Your Average (5 point scale) Percent of Students Rating 4 or 5 Suggested Action 8. Stimulated students to intellectual effort beyond that required by most courses All selected objectives % 13. Introduced stimulating ideas about the subject All selected objectives % 15. Inspired students to set and achieve goals which really challenged them All selected objectives % 4. Demonstrated the importance and significance of the subject matter 21, 22, % Strength to retain Strength to retain Strength to retain Strength to retain Fostering Student Collaboration 16. Asked students to share ideas and experiences with others whose backgrounds and viewpoints differ from their own % Consider increasing use 18. Asked students to help each other understand ideas or concepts % Consider increasing use 5. Formed "teams" or "discussion groups" to facilitate learning Not relevant to objectives selected % Note in the example above that the suggested action steps for this instructor include the suggestion to increase the use of teaching methods number 16 (ask students to share ideas and experiences with others whose backgrounds and viewpoints differ from their own) and number 18 (ask students to help each other understand ideas or concepts). These action steps are suggested based on a correlation study showing which of the 20 IDEA teaching methods are associated with each of the 12 IDEA learning objectives. Faculty can visit The IDEA Center website and access short POD-IDEA Center Notes on the IDEA teaching methods (at no extra cost) that provide helpful suggestions regarding how to implement the method in their courses. As evidence that faculty use the suggested action steps for teaching improvement efforts, faculty may want to write reflections on what interventions or innovations they tried and the results of those efforts. Group Summary Report Faculty can use the information provided by the Group Summary Report to inform program modifications. Pages 5-6 show students perceptions of their progress on learning objectives when those objectives were targeted by the instructor for the course. In the example below, average ratings are provided for IDEA Learning Objective number 1, Gaining factual knowledge and compared to the IDEA database and to the whole institution. In this example, faculty may decide to focus on methods and techniques that may help students make better progress on this particular learning objective The IDEA Center. Page 7

8 BB. Students have regular and systematic opportunities to formally evaluate faculty who provide curricular experiences and supervisors of clinical experiences. An institution or program policy statement that describes a regular and systematic process for surveying courses could be used for this requirement. CC. Annual results of student course evaluations are provided to faculty. Besides providing faculty with copies of their individual reports, workshops can be conducted on how to interpret reports. During this time, faculty can be asked to write short self-reflection pieces (one paragraph) for improvement. DD. Written faculty evaluation procedures are presented to program faculty and supervisors at the beginning of each evaluation period and whenever changes are made in the procedures. Student ratings of instruction are only one indicant of teaching effectiveness. Faculty should have a written description of other sources that will be included for their overall evaluation. Also, they should know exactly how the IDEA reports will be used for their evaluation, e.g., which scores (raw or adjusted) will be used and how, criterion-referenced (the five-point scale) or norm-referenced scores (converted averages), etc. II. Standards for Subspecialties Each of the subspecialties, counseling for addiction; career; clinical mental health; marriage, couple and family; school; and student affairs and college counseling, require that students demonstrate certain knowledge, understandings, skills, and abilities to apply knowledge and skills to the professional setting. In addition to using direct measures of learning, such as exam grades, artifacts of learning, observation reports from internships, etc., faculty can look at how students rate their learning, particularly on the first four IDEA learning objectives: 1. Gaining factual knowledge (terminology, classifications, methods, trends) 2. Learning fundamental principles, generalizations, or theories 3. Learning to apply course material (to improve thinking, problem solving, and decisions) 4. Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course Group Summary Reports, pages 5-6, present this information in aggregate form. Each subspecialty could order a Group Summary Report for the courses within its program The IDEA Center. Page 8

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