Fall 2013 Stastitics

Downs, Holli
Texas Womans University

ENG*1003*03
INTRO WRITING
TTH 11:00:00 AM
Fall 2013
IDEA Short Form Report
To learn more, see the Interpretive Guide: www.theideacenter.org/shortguide.pdf

Of the 18 students enrolled, 11 responded (61%). Feedback from individual classes is always useful to guide improvement efforts. Typically,
multiple classes should be used for evaluation, using more classes when they are small (fewer than 10) or when they have low response rates
(less than 60%) (see www.theideacenter.org/AdminDecisions).
Summary Evaluation of Teaching Effectiveness

Teaching effectiveness is assessed in two ways: A. Progress on Relevant Objectives, a weighted average of student ratings of the progress they reported on
objectives selected as "Important" or "Essential" (double weighted) and B. Overall Ratings, the average student agreement with statements that the teacher and the
course were excellent. The SUMMARY EVALUATION is the average of these two measures. Individual institutions may prefer to combine these measures in some
other manner to arrive at a summary judgment.
Converted Averages are standardized scores that take into account the fact that the average ratings for items on the IDEA form are not equal; students report more
progress on some objectives than on others. Converted scores all have the same average (50) and the same variability (a standard deviation of 10); about 40% of
them will be between 45 and 55. Because measures are not perfectly reliable, it is best to regard the "true score" as lying within plus or minus 3 of the reported score.
For comparative purposes, use converted averages. Your converted averages are compared with those from all classes in the IDEA database. If enough
classes are available, comparisons are also made with classes in the same broad discipline as this class and/or with all classes that used IDEA at your institution. The
Interpretive Guide offers some suggestions for using comparative results; some institutions may prefer to establish their own "standards" based on raw or
adjusted scores rather than on comparative standing.
Both unadjusted (raw) and adjusted averages are reported. The latter makes classes more comparable by considering factors that influence student ratings, yet are
beyond the instructors control. Scores are adjusted to take into account student work habits (item 13), student desire to take the course regardless of who taught it
(item 15), and instructor reported class size.
Your Average Scores
Your Converted Average When Compared to

All Classes in the IDEA Database
Your Average
(5point scale)
Raw
A. Progress on Relevant
Objectives 1
Five objectives were selected as
relevant (Important or Essential see
page 2)
Adj.
Much Higher
Highest 10%
(63 or higher)
4.6
4.2
Overall Ratings
5.0
4.6
C. Excellent Course
4.9
4.3
D. Average of B & C
5.0
4.4
C. Excellent
Course
D. Average
of B & C
Raw
Raw
Raw
Raw
Adj.
63
Adj.
66
63
Higher
Next 20%
(5662)
Adj.
Adj.
65
57
64
57
56
54
Similar
Middle 40%
(4555)
Lower
Next 20%
(3844)
4.8
4.3
If you are comparing Progress on Relevant Objectives

from one instructor to another, use the converted
average.
2
B. Excellent
Teacher
Summary
Evaluation
(Average of
A & D)
Raw
Adj.
56
B. Excellent Teacher
Summary Evaluation
(Average of A & D ) 1
Comparison
Category
Overall Ratings
A. Progress
on Relevant
Objectives
The process for computing Progress on Relevant

Objectives for the Discipline and Institution was
modified on May 1, 2006. Do not compare these
results with reports generated prior to this date.
Much Lower
Lowest 10%
(37 or lower)
Your Converted Average When Compared to Your:2

Discipline
(IDEA Data)
Institution
63
52
63
57
68
57
66
57
65
55
59
54
60
59
61
58
61
59
60
57
IDEA Discipline used for comparison:

English Composition
Student Ratings of Learning on Relevant (Important and Essential) Objectives

Average unadjusted (raw) and adjusted progress ratings are shown below for those objectives you identified as "Important" or "Essential." Progress on Relevant
Objectives (also shown on page 1) is a weighted average of student ratings of the progress they reported on objectives selected as "Important" or "Essential" (double
weighted). The percent of students rating each as "1" or "2" (either "no" or "slight" progress) and as "4" or "5" ("substantial" or "exceptional" progress) is also reported.
These results should help you identify objectives where improvement efforts might best be focused. For resources on improving learning and teaching, please refer to
the PODIDEA Center Notes (www.theideacenter.org/podidea), and PODIDEA Center Learning Notes
(www.theideacenter.org/podidea/PODNotesLearning.html).
Importance
Rating
1. Gaining factual knowledge (terminology,
classifications, methods, trends)
Minor/None
2. Learning fundamental principles,

generalizations, or theories
Minor/None
Your Average
(5point scale)
Percent of
Students Rating
Raw
Adj.
1 or 2
4 or 5
Your Converted Average When

Compared to Group Averages
IDEA Database
IDEA Discipline1
Your Institution1
Raw
Adj.
Raw
Adj.
Raw
Adj.
3. Learning to apply course material (to improve

thinking, problem solving, and decisions)
Important
4.8
4.2
0%
100%
66
Much
Higher
55
Similar
67
Much
Higher
55
Similar
60
Higher
55
Similar
4. Developing specific skills, competencies, and

points of view needed by professionals in the
field most closely related to this course
Essential
4.6
4.0
0%
91%
61
Higher
49
Similar
63
Much
Higher
50
Similar
57
Higher
51
Similar
5. Acquiring skills in working with others as a

member of a team
Minor/None
6. Developing creative capacities (writing,

inventing, designing, performing in art, music,
drama, etc.)
Essential
4.9
4.4
0%
100%
65
Much
Higher
57
Higher
68
Much
Higher
55
Similar
63
Much
Higher
59
Higher
7. Gaining a broader understanding and

appreciation of intellectual/cultural activity
(music, science, literature, etc.)
Minor/None
8. Developing skill in expressing myself orally or in

writing
Essential
4.5
4.1
0%
82%
61
Higher
55
Similar
59
Higher
51
Similar
58
Higher
54
Similar
9. Learning how to find and use resources for

answering questions or solving problems
Minor/None
10. Developing a clearer understanding of, and

commitment to, personal values
Minor/None
11. Learning to analyze and critically evaluate ideas,

arguments, and points of view
Essential
4.5
4.1
0%
82%
62
Higher
54
Similar
60
Higher
51
Similar
57
Higher
53
Similar
12. Acquiring an interest in learning more by asking

my own questions and seeking answers
Minor/None
4.6
4.2
54
63
52
59
54
Progress on Relevant Objectives
63
1
The process for computing Progress on Relevant Objectives for the Discipline and Institution was modified on
May 1, 2006. Do not compare these results with reports generated prior to this date.
Much Higher
Higher
Similar
Lower
Much Lower
= Highest 10% of classes (63 or higher)

= Next 20% (5662)
= Middle 40% (4555)
= Next 20% (3844)
= Lowest 10% (37 or lower)
Description of Students
The two items describing your students relate to their academic motivation and work habits and are key factors in developing adjusted ratings.
Student Description
Your Average
(5point scale)
Your Converted Average When

Compared to Group Averages
IDEA Database
IDEA Discipline
Your Institution
13. As a rule, I put forth more effort than other students on academic work.
4.5
80
Much Higher
76
Much Higher
62
Higher
15. I really wanted to take this course regardless of who taught it.
4.2
65
Much Higher
72
Much Higher
55
Similar
Much Higher
Higher
Similar
Lower
Much Lower
= Highest 10% of classes (63 or higher)

= Next 20% (5662)
= Middle 40% (4555)
= Next 20% (3844)
= Lowest 10% (37 or lower)
Statistical Detail
The details on this page are of interest primarily to those who want to confirm scores reported on pages 1 and 2 or who want to determine if responses to some items
were distributed in an unusual manner.
Converted Averages are reported only for relevant learning objectives (Important or Essential see page 2) and other items for which comparisons were provided.
1
0
0
0
0
1
0
1
0
1
1
0
0
1. Gaining factual knowledge (terminology, classifications,...

2. Learning fundamental principles, generalizations, or theories
3. Learning to apply course material (to improve thinking,...
4. Developing specific skills, competencies, and points...
5. Acquiring skills in working with others as a member of a team
6. Developing creative capacities (writing, inventing,...
7. Gaining a broader understanding and appreciation of...
8. Developing skill in expressing myself orally or in writing
9. Learning how to find and use resources for answering...
10. Developing a clearer understanding of, and commitment to,...
11. Learning to analyze and critically evaluate ideas,...
12. Acquiring an interest in learning more by asking my own...
Key: 1=No apparent progress
2=Slight progress
3=Moderate progress
13. As a rule, I put forth more effort than other students on...
14. My background prepared me well for this courses requirements.
15. I really wanted to take this course regardless of who taught it.
16. As a result of taking this course, I have more positive feelings...
17. Overall, I rate this instructor an excellent teacher.
18. Overall, I rate this course as excellent.
Key:
1 = Definitely False
2 = More False than True
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
1
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
0
0
3
0
0
0
0
0
0
1
0
3 = In Between
4
1
1
1
1
1
2
0
0
5
10
10
10
10
10
9
9
11
Number Responding
3
4
5 Omit Avg.
0
3
8
0
4.7
0
3
8
0
4.7
0
2
9
0
4.8
1
2
8
0
4.6
1
0
9
0
4.5
0
1
10
0
4.9
1
1
8
0
4.4
2
1
8
0
4.5
0
1
9
0
4.5
0
1
9
0
4.5
2
1
8
0
4.5
1
2
7
1
4.6
4=Substantial progress
0
0
0
0
0
0
Additional Questions:
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
1
0
2
0
0
0
3
3
2
4
0
1
Avg.
4.9
4.9
4.9
4.9
4.9
4.8
4.8
5.0
Converted Avg.
Raw
Adj.
NA
NA
NA
NA
66
55
61
49
NA
NA
65
57
NA
NA
61
55
NA
NA
NA
NA
62
54
NA
NA
5=Exceptional progress
7
8
6
7
11
10
4 = More True than False
Omit
0
0
0
0
0
0
1
0
16
16
11
11
11
11
11
11
11
11
11
11
s.d.
0.5
0.5
0.4
0.7
1.3
0.3
1.3
0.8
1.2
1.2
0.8
0.7
s.d.
0.3
0.3
0.3
0.3
0.3
0.4
0.6
0.0
0
0
0
0
0
0
4.5
4.7
4.2
4.6
5.0
4.9
0.7
0.5
1.1
0.5
0.0
0.3
5 = Definitely True
Comparison Group Average

IDEA Discipline
Institution
4.0
4.0
4.3
3.9
3.9
4.3
4.0
4.1
4.3
4.0
4.0
4.3
3.9
3.9
4.2
3.9
4.2
4.1
3.7
4.0
4.0
3.8
4.2
4.1
3.7
4.1
4.2
3.8
3.9
4.1
3.8
4.1
4.2
3.8
3.9
4.2
Bold=Selected as Important or Essential
80
NA
65
63
63
66
NA
NA
NA
50
57
56
3.6
NA
3.3
3.9
4.2
3.9
3.7
NA
3.1
3.6
4.3
3.9
4.1
NA
3.9
4.2
4.3
4.2
Item 14 is an experimental item. Therefore, no

comparative information is available.
Notes
Discipline code selected on FIF: 2304
Discipline code used for comparison: 2304
January 6, 2014
14699

Fall 2013 Stastitics

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Downs, Holli

Texas Womans University

IDEA Short Form Report

To learn more, see the Interpretive Guide: www.theideacenter.org/shortguide.pdf

Summary Evaluation of Teaching Effectiveness

Your Average Scores

Your Converted Average When Compared to

If you are comparing Progress on Relevant Objectives

The process for computing Progress on Relevant

Your Converted Average When Compared to Your:2

IDEA Discipline used for comparison:

Student Ratings of Learning on Relevant (Important and Essential) Objectives

2. Learning fundamental principles,

Your Converted Average When

3. Learning to apply course material (to improve

4. Developing specific skills, competencies, and

5. Acquiring skills in working with others as a

6. Developing creative capacities (writing,

7. Gaining a broader understanding and

8. Developing skill in expressing myself orally or in

9. Learning how to find and use resources for

10. Developing a clearer understanding of, and

11. Learning to analyze and critically evaluate ideas,

12. Acquiring an interest in learning more by asking

Progress on Relevant Objectives

= Highest 10% of classes (63 or higher)

Your Converted Average When

= Highest 10% of classes (63 or higher)

1. Gaining factual knowledge (terminology, classifications,...

2 = More False than True

4 = More True than False

Comparison Group Average

Bold=Selected as Important or Essential

Item 14 is an experimental item. Therefore, no

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