Faculty Evaluation Options

Administering faculty evaluations can be completed in Elentra a couple of different ways.

  1. Allow learners to initiate evaluations on their own using on-demand workflows

    • If you want to allow learners to initiate evaluations of faculty on an as-needed basis you can use on-demand workflows.

    • A benefit of this approach is that it requires very little administrative effort to set up. Once forms exist, learners can access them as required.

    • The on-demand approach can use any type of form that is permissioned to a course as long as the workflow is set as "Faculty Evaluation." A generic form or a standard faculty evaluation form type are the most commonly used.

    • The on-demand approach requires that learners take responsibility for generating their own tasks and does not guarantee that they will evaluate every faculty member you might want to be evaluated.

    • If a learner initiates a form using a Faculty Evaluation workflow, they will be able to access a complete list of all faculty stored in Elentra.

    • Additionally, you can allow learners to initiate a task on an external target (i.e., an instructor who does not have a full Elentra account).

    • To report on learner completion of tasks you will have to rely on the Admin > A & E Dashboard or the Form Responses Report (there will be no distribution progress report).

    • It can be more time-consuming to monitor learner completion of their responsibilities using this approach because you will rely on the Admin > A & E dashboard.

    • Note that you can not set up faculty evaluation workflows to allow faculty or staff to evaluate faculty.

  2. Use Distributions to send tasks to users to complete

    • This approach requires more administrative effort as you will need to configure distributions to generate tasks for users.

      • Tip: Use the distribution copy tool to reduce your workload.

    • Depending on how your organization requires faculty evaluations to be completed, you might rely on different distribution methods. For example:

      • An event-based distribution that asks all learners in attendance to evaluate the instructor of the event

      • A date-based distribution where learners are asked to evaluate a number of targets across a pool of options or a list of specific targets

      • For organizations that use the Clinical Experience Rotation Schedule, rotation-based distributions can support the evaluator defining their target while completing their task (i.e., Learner A spent four weeks on a pediatrics rotation; at the end of their rotation they pick one physician to evaluate). This is currently limited to one target per task so learners can not use this option to complete evaluations of multiple preceptors.

      • Use a delegation (date-range or rotation-based) to send tasks to an intermediary who will send them to the appropriate users when that information is known.

    • Benefits of using distributions are that tasks are clearly defined for learners and administrators can use a distribution progress report to quickly see who has and hasn't completed their evaluation tasks.

For information about the option learners may see to immediately release completed faculty evaluations to the target, see here.

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