Student ratings of teaching are intended to facilitate ongoing improvements in instruction. Centralized student rating programs are driven by institutional goals, with content informed by pedagogy as well as stakeholders such as senior administration, faculty, and students. Knowledge of the theories, principles, and research underlying an effective student rating instrument are not necessarily synonymous with the realities of creating or administering that instrument. For example, committee members responsible for updating an instrument often have disparate backgrounds that affect the decision-making process. In addition, process and logistics may be influenced by institutional goals but are largely driven by resource availability and capabilities, both human and technical (e.g., for online and paper data collection, results calculation, report distribution). Presenters will describe how pedagogy and logistics combined to expand insights to improve online and blended course instruction through the University of Minnesota's centralized student rating of teaching program. The presenters will also describe how the project team navigated from an idea, through the lengthy item development process, the practical and pedagogical realities of pilot testing, platform- and policy-related factors influencing timelines, and the logistics for eventual system-wide rollout.
1. Revising a rating instrument frequently involves a clash between of committee aspirations and practical realities (e.g., deadlines, platforms, university policies).
2. Sound pedagogy drives the creation of items for online/blended environments.
3. A richer discourse on item revision results when staff represent varied professional backgrounds such as instructional design, pedagogy, measurement, and policy.
Topic Area(s): Accessible & Inclusive Technologies; Effective Teaching Practices; Online & Hybrid Learning; Quality Design in Teaching
Stephanie Klein, PhD: Assistant Director, Office of Measurement Services, UMTC, oversees the Student Rating of Teaching program as well as K−12 and higher education testing services. Previously, Stephanie worked in employee assessment/consulting and specialized in helping organizations meet goals through solutions that balance technology, best practices, and logistics. David Langley, PhD: Center for Educational Innovation, UMTC, provides professional development programming to the Crookston, Duluth, Morris, and Rochester campuses and also oversees new faculty programming on the Twin Cities campus.