ERIC Number: ED197695
Record Type: RIE
Publication Date: 1977-May
Reference Count: 0
A.I.D. (Assessment for Instructional Development): An English Adaptation of IDEA.
de Winter Hebron, C. C.
An attempt to adapt the U.S.-based IDEA (Instructional Development by Evaluation and Assessment) system to Great Britain is described. This widely-used method of faculty evaluation based on student ratings was pioneered by Kansas State University. Among the features of IDEA are the following: it relates student perceptions of teacher behavior to student perceptions of their own progress on a range of objectives; valid statistical inferences about behavior and progress can be made because of the large data base; and both the objectives and teaching behaviors are empirically derived. It was originally assumed that adapting IDEA to Britain would be uncomplicated since the instrument would be simple to administer, questions would need only superficial rewording, and the British and American scoring (and therefore norm) patterns would be similar. A discrepancy in scoring patterns was subsequently recognized but the instrument was judged to have diagnostic value for Britain. However, the rewording task was a more significant effort than originally anticipated. Other methodological and statistical problems led to the conclusion that the concept of IDEA, but not its specific instruments and program, could be transposed to Britain. It was decided that an entirely British instrument should be developed, tested, normed, and refined, and that Britain should develop its own program, called AID (Assessment for Instructional Development) and base it at a center at Plymouth or another appropriate facility. (SW)
Descriptors: Comparative Analysis, Educational Objectives, Evaluation Methods, Faculty Evaluation, Foreign Countries, Higher Education, Measurement Techniques, Mutual Intelligibility, Rating Scales, Research Methodology, Research Problems, Scoring Formulas, Student Evaluation of Teacher Performance, Teacher Behavior, Test Items
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Great Britain
Note: Paper presented to a SCEDSIP conference (May 1977). Not available in paper copy due to marginal legibility of original document.