Effective August, 2005

Relevant BSU Policy 5315-B

SSPA Policy on Student Assessment of Instruction

Summative, end of course student assessments of instruction are one indicator of classroom effectiveness. Other indicators of effectiveness include, but are not limited to, course syllabi, samples of assignments, examinations, projects, and peer evaluations. Thus, student assessments of instruction are not the sole basis for determining effectiveness in the classroom, but will be an integral part of the overall assessment of  teaching and learning.

In order to improve on the quality of instruction and to enhance the learning environment at Boise State University, all SSPA faculty (full-time and adjunct) will participate in a college-wide student assessment of instruction for each credit class offered (excluding internships, practicum, independent studies, thesis, and other non-classroom courses) each semester (excluding summer sessions). Departments and faculty may administer their own assessment instruments in addition to the college-wide assessment.

Faculty must adhere to the following procedure for administration of the SAI:

1. An individual other than the instructor or a teaching assistant must administer the instrument and deliver the completed assessments to the department chair or the office administrator.
2. The following information will be provided to each student:
• Course name and section number
• Name of the professor
• Term (Fall, Spring, or Summer) and Year
3. The instructor of record and any teaching assistants must NOT be present in the room while the assessment is being administered.
4. The anonymity of the respondents must be maintained throughout the completion and submission of the assessment.
5. Assessments should be collected when completed and submitted in a sealed envelope. Individual assessments should not be submitted to the department.
6. After the assessments are collected from students, the department chair is responsible for maintaining the chain of possession (faculty should not see the assessment until the results have been collated, final grades have been submitted, and the department chair has reviewed the results).

Recommended Best Practices

Faculty are also strongly encouraged to incorporate the following best practices in order to improve the quality of classroom instruction

• In addition to end of course assessment required by the University and the College, formative assessment of instruction should also be considered (see attached example).
• Video taping of lectures
• Classroom visitation by departmental faculty and chairs and other forms of peer evaluation

Summative evaluations (http://www.iub.edu/~teaching/feedback.shtml#sfcats) can:

• Provide short-term feedback about the day-to-day learning and teaching process at a time when it is still possible to make mid-course corrections.
• Provide useful information about student learning with a much lower investment of time compared to tests, papers, and other traditional means of learning assessment.
• Help to foster good rapport with students and increase the efficacy of teaching and learning.
• Encourage the view that teaching is a formative process that evolves over time with feedback.

For students, more frequent use of summative evaluations can:

• Help them become better monitors of their own learning.
• Help break down feelings of anonymity, especially in larger courses.
• Point out the need to alter study skills.
• Provide concrete evidence that the instructor cares about learning.