Faculty Information Form

InsightImprovementImpact®

University of Alabama Birmingham

Student Learning Model: 2 Assumptions

Assumption 1:

Types of learning must reflect the instructor’s purpose.

Student Diagnostic Form

Assumption 2:

Effectiveness determined by students’ progress on objectives stressed by instructor

Faculty Information Form(FIF)

FIF: Selecting Objectives

• 3-5 as “Essential” or “Important”

• Is it a significant part of the course?

• Do you do something specific to help students accomplish the objective?

• Does the student’s progress on the objective influence his or her grade?

Be true to your course.

Common Misconception

Students are expected to make significant progress on all 12 learning objectives in a given course.

Course Description Items (FIF)• Used for research• Best answered toward end of term• Do NOT influence your results

Bottom of Page 1

Top of page 2

Discipline Code

www.theideacenter.org/DisciplineCodes

Diagnostic Report Overview

Page 1 – Big Picture How did I do?

Page 3 – Diagnostic What can I do differently?

Page 2 – Learning Details What did students learn?

Page 4 – Statistical Detail Any additional

insights?

Your Average (5-point Scale)

Raw Adj.

A. Progress on Relevant Objectives1

Four objectives were selected as relevant (Important or Essential—see page 2)

4.1 4.3

1If you are comparing Progress on Relevant Objectives from one instructor to another, use the converted average.

The Big Picture

ProgressOnRelevantObjectives

4

4.3 + 4.34.14.23.6

5

Summary Evaluation: Five-Point Scale

Report Page 1

Your Average Score

(5-point scale)

Raw Adj.

A. Progress on Relevant ObjectivesFour objectives were selected as relevant (Important or Essential—see page 2)

4.1 4.3

Overall Ratings B. Excellent Teacher 4.7 4.9

C. Excellent Course 4.1 4.4

D. Average of B & C 4.4 4.7

Summary Evaluation(Average of A & D) 4.3 4.5

50%

25%

25%

Questions ?

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