Student Evaluation of Teaching Student Evaluation of Teaching (SET)(SET)

Citizen Evaluation of Teaching Citizen Evaluation of Teaching (CET)(CET)

Overview of SET/CET

Faculty Senate

Advancement of Teaching Committee

Assessments are anxiety provoking…

…especially when the relationship to your work is not clear…

OBJECTIVESOBJECTIVES

1. Identify changes in forms

2. Recommend reporting practices

3. Evaluated SET/CET forms

4. Provide faculty feedback

All OSU instructors All OSU instructors

SET/CET forms and questions are parallel for faculty in ~

*Resident instruction

*Extension activities

*E-campus courses

SET FORMSET FORM

CET FORMCET FORM

OBJECTIVE 1OBJECTIVE 1Identify changes in formIdentify changes in form

Changes in questionsa. New questions focus on teaching behavior

b. Questions address only a single behavior

c. Questions were validated at OSU & elsewhere

d. Space provided for class/discipline specific questions

OBJECTIVE 1OBJECTIVE 1Identify changes in form (cont.)Identify changes in form (cont.)

Changes in scale

a. Old scale was 0 – 4 with word anchors for 0 and 4 only; treated as interval data.

b. New scale is 1 – 6 with words for all numbers; is ordinal data.

Objective 2Objective 2RecommendRecommend reporting practicesreporting practices

Questions 1 & 2a. These are the only “norm-referenced” (i.e.,

to compare with others) questions

b. Appropriate to use in comparing across disciplines

c. Most appropriate responses to report for P&T, awards, merit

Objective 2Objective 2Recommend reporting practices (cont.)Recommend reporting practices (cont.)

Questions 3 – 12a. These are criterion referenced items (i.e.,

compare to a standard)

b. Formative rather than summative information

c. Designed to improve teaching practice

d. Interpretation should be to compare faculty with similar expertise

Objective 2Objective 2Recommend reporting practices (cont.)Recommend reporting practices (cont.)

New forms provide response templates for instructor and/or department specified itemsa. To assess new teaching practice

b. To assess course-specific information

c. To provide evidence for accreditation

Objective 2Objective 2Recommend reporting practices (cont.)Recommend reporting practices (cont.)

Responses for all new items are: a. Descriptive, i.e., words with numbers

assigned for analysis purposes

b. Ordinal not interval data

c. Medians, not means, are the appropriate statistic for central tendency with ordinal data

Objective 2Objective 2Recommend reporting practices (cont.)Recommend reporting practices (cont.)

Changes in reported results

a. Previous form reported MEANS with frequencies and without a measure of variability/dispersion.

b. Current form reports MEDIANS with frequencies and without a measure of variability/dispersion.

Objective 2Objective 2Recommend reporting practices (cont.)Recommend reporting practices (cont.)

1. Report data prior to 2003 using mean of Question 12.

2. Report data for 2003 and after using median for Question 1 and 2.

3. Note that neither measure of central tendency has accompanying measure of variability.

4. Means and medians can be graphed in a similar manner.

5. Include a statement about the change in forms in candidate statement.

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

Change in reported results

SET/CET data are ranked categories (ordinal) rather than continuous numerical (interval) data

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

For the next 12 slides,

please answer each question indicating the utility of each question to help you improve your teaching.

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

SET: The class as a whole was…

CET: The educational event as a whole was…

Not useful Moderately useful

Very useful

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

SET: The instructor’s contribution to the course was…

CET: The instructor’s contribution to the educational event was…

Not useful

Moderately useful

Very useful

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

SET: Clarity of course objectives or outcomes was…

CET: The clarity of educational objectives was…

Not useful

Moderately useful

Very useful

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

SET: Clarity of student responsibilities and requirements was…

CET: The clarity of how you might use this education was…

Not useful

Moderately useful

Very useful

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

SET: Course organization was…

CET: The teaching organization was… Not useful

Moderately useful

Very useful

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

SET: Availability of extra help when needed was…

CET: The instructor’s use of examples was…

Not useful Moderately useful

Very useful

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

SET: Instructor’s use of various instructional techniques to accommodate differences in learning styles among students was…

CET: The instructor’s use of teaching aids (slides, overheads, charts, etc.) was…

Not useful Moderately useful Very useful

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

SET: Instructor’s interest in my learning was…

CET: The instructor’s ability to stimulate my thinking more deeply about the subject was…

Not useful Moderately useful Very useful

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

SET: Instructor’s ability to stimulate my thinking more deeply about the subject was…

CET: The instructor’s responsiveness to questions was…

Not useful Moderately useful Very useful

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

SET: Instructor’s timely feedback to tests and other work was…

CET: The instructor’s use of participant discussion to enhance my learning was…

Not useful Moderately useful Very useful

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

SET: Instructor’s ability to develop a welcoming classroom environment for all participants was…

CET: The instructor’s ability to develop a welcoming environment for all participants was…

Not useful Moderately useful Very useful

Objective 3Objective 3 SET/CET Evaluation SET/CET Evaluation

SET: Instructor’s evaluation of student performance in accordance with course objectives was…

CET: The instructor’s skill in making the information useful to me was…

Not useful Moderately useful Very useful

Objective 4Objective 4 Faculty Feedback Faculty Feedback

1. How often do you add questions specific to your teaching or accreditation needs to the back of the form?

�always

�sometimes

�never

Objective 4Objective 4 Faculty Feedback Faculty Feedback

2. How are SET/CET results, i.e., medians of Questions 1 and 2 used:

P&T

Awards

Merit

Other

Objective 4Objective 4 Faculty Feedback Faculty Feedback

3. Median for Questions 3 through 12 are:

Interpreted within discipline for P&T,

awards, merit.

Used to improve my teaching.

Indicators to improve and evaluate

other aspects of my teaching.

Other

Objective 4Objective 4 Faculty Feedback Faculty Feedback

4. Student evaluation of teaching represents one of several ways to evaluate teaching. Which of the following do you also use to evaluate your teaching? Self-evaluation. Inviting peers from your discipline. Sending teaching packets to external peers in

your discipline for evaluation. Trying new methods, approaches or contentbased on workshops, symposia, readings,

suggestions

Objective 4Objective 4 Faculty Feedback Faculty Feedback

After attending or viewing this presentation, are there still aspects of SET/CET use or interpretation that are not clear?

�YES

�NOPlease specify:

DisseminationDissemination AOT committee will report results of this

survey to the Faculty Senate Executive Committee and post the report on the Advancement of Teaching Committee website.

AoT CommitteeMargie Haak and Tina Bull, Co-Chairs

Molly EngleKen WinogradLisa Sarasohn

With special thanks to the following former members:Ray William, Paula McMillen, Brett Palama, Shane Brown