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IDEA Training For Faculty


Part 1:
Completing the Objectives Selection Form

The Training Video

The Objectives Selection Form should be completed by faculty during the window of time provided by the survey administrator. Learning objectives can be selected or changed up until the survey close date. The form is located on the Emporia State CampusLabs portal at Each Objectives Selection Form is unique to each course. Faculty normally classify each of the 13 IDEA learning objectives as Essential for students to learn, Important for students to learn, or of Minor or no importance. IDEA recommends from 3-5 learning objectives be selected as either Essential or Important. The remainder should be set to Minor. If the form is not completed by the faculty, all learning objectives will default to Important which could negatively affect the score. The IDEA score is based on the match between those learning objectives that the faculty indicates are either Important or Essential to the rating the students give to those objectives. View a sample form >

Learning Essentials. (Formerly called the Short Form). This form consists of 18 questions. Very few departments at Emporia State utilize the Learning Essentials Form. You can learn more about the Learning Essentials Form and how to interpret the results.

Diagnostic Feedback. (Formerly called the Long Form). This form consists of 40 questions and is used most often at Emporia State. Questions 1-19 require students to rate the frequency of use of different teaching methods. Questions 20-32 are the same 13 learning objectives whose importance to student learning is rated by faculty on the Objectives Selection Form. Questions 33-34 compare the course with others regarding amount of reading, amount of work in non-reading assignments, and difficulty of subject matter. Questions 35-40 rate student attitudes and dispositions in the course. You can learn more about the Diagnostic Feedback Form and how to interpret the results.

Adding Questions Tutorial describes how to add custom questions to the Diagnostic Feedback Form

Best Practices for Facilitating IDEA Online Response Rates lists steps faculty should do to increase the student response rate for evaluations.

IDEA Cliff Notes from the April 2015 Training


Part 2:
Understanding the Diagnostic Form Report and Using It to Improve Teaching

Relationship of Teaching Methods to Learning Objectives shows the correspondence among the 19 teaching methods, assessed by your students as how frequently you used them during the course and each of the 13 learning objectives as a function of class size. For the learning objectives you select as important and essential, you now have research-based options for teaching methods that best relate to those learning objectives.

Understanding Adjusted Scores

The Kansas Board of Regents requires that student ratings of teaching be adjusted to compensate for sources of bias. IDEA adjusts for student motivation, student work habits, size of class, course difficulty, and student effort. This IDEA video explains how to understand adjusted scores.


Part 3:
IDEA Committee Recommendations

The Teachers College at Emporia State University switched from the TEVAL to the IDEA system in 2013 for the evaluation of teaching effectiveness. The Dean formed a committee to study the new system and identify best practices so that TTC faculty and administration can use this system correctly and with maximal effectiveness. What follows are the recommendations from the committee. IDEA Committee Recommendations (10/14/13)