Utilization of Course Evaluations
Student Learning Assessment: Course evaluations can aid in the assessment of student learning at the course and program level. For example, student responses about teaching methods, course content, and self-reflection on their own learning can provide faculty with valuable information for curriculum and program development. In addition, IDEA course evaluations provide the ability to benchmark to both programs within the University and to similar programs across the country to provide valuable feedback regarding trends in learning and course content. For additional information about utilizing course evaluations for student learning assessment please contact the Office of Academic Quality, Assessment, and Accreditation http://www.nova.edu/academic-affairs/aqaa/index.html.
Performance Review: According to SACS (3.7.2) students play a role in the evaluation of faculty. In fall 2016 NSU implemented the IDEA Course Evaluation tool. Department chairs and college deans review course evaluations for all full and part-time instructors each semester. For some colleges, these course evaluations are used for promotion and contract renewal.
IDEA Course Evaluation Timeline – The linked document provides a timeline for when courses are available in the system each term as well as suggested dates for administration and reporting.
Site and Setup Administrators Contact Information – Each college has at least one setup administrator who sets up the course evaluations in the IDEA system and serves as a point of contact for the college’s faculty.
Selecting appropriate evaluation tool/form
Diagnostic 40-item Form – Provides baseline information for student learning as well as teaching methods and course content. Longest form usually used to evaluate a course for the first time.
Learning Essentials 18-item Form – Primarily a subset of items from the Diagnostic form focused specifically on students’ progress on standardized learning outcomes. Learning Essentials is often used as a follow up to the Diagnostic form in subsequent terms.
Teaching Essentials 12-item Form - Primarily a subset of items from the Diagnostic form focused specifically on students’ perceptions of teaching methods. Teaching Essentials is often used as a follow up to the Diagnostic form in subsequent terms.
Weight learning objectives (for Diagnostic and Learning forms only) – Questions cannot be removed from the standardized forms, however, colleges are able to weight the importance of the standardized learning objectives found in both the Diagnostic and Learning Essentials forms using the Objective Selection form. Weights range from no importance (0), important(x1), and essential(x2). Weights may be set by the college through each college setup administrator or by each individual faculty member for each section. Please contact your setup administrator for details.
Additional questions – Questions may be added to each of the three standardized forms either by faculty for a specific course section, or by the college for all courses within a department or college. Please contact your setup administrator listed in the document above for details.