In-Person and Online Feedback

Before diving into the process of collecting feedback, take a moment to reflect on why you want to gather feedback on your teaching. Consider what specific aspects of your course you are most interested in learning about. Are you looking to understand student engagement, the clarity of your instructional materials, or the effectiveness of your teaching methods? 

To support this reflection process, use the Reflection Activity Worksheet to help identify your goals and the specific areas of your teaching or course where feedback would be most valuable. If you have already started working on this document, consider adding in more ideas, thoughts, and reflections using these additional prompts as you work through this first step: 

• Clarify Your Purpose: Are you seeking feedback to improve specific aspects of your teaching, assess the effectiveness of new teaching strategies, or understand students’ experiences? Clarifying your purpose will help you design more focused and effective feedback questions.
• Consider the Scope: Determine whether you want feedback on a specific component of your course (e.g., a new teaching method or a particular assignment) or on broader aspects like overall student engagement and satisfaction. This will help you tailor the questions you include in your survey.
• Align with Learning Outcomes: Reflect on how your feedback goals connect with the learning outcomes of your course. Are there particular outcomes that you are concerned students might not be achieving? If so, gathering targeted feedback can provide insights into where adjustments might be needed.
• Identify Areas of Challenge: Consider any challenges you have faced so far this term, such as low student engagement or difficulties with topics. Gathering feedback can be an opportunity to gain deeper insights into these issues and work towards solutions.
• Reflect on Past Feedback: If you have collected feedback in previous terms, review it to identify any recurring themes or areas for improvement. This can help you refine your focus and address persistent concerns.

By taking the time to thoughtfully reflect on your goals for feedback collection, you’ll be better positioned to ask meaningful questions that provide actionable insights for enhancing your teaching practice and supporting student learning.

Midway through your course, you might consider collecting feedback from students, typically achieved by creating and distributing a survey. Whether you administer this survey in person or online, it’s strongly recommended that the responses remain anonymous to encourage honest and constructive feedback.

Your survey can include a selection of quantitative (e.g., rating scales) and qualitative (e.g., open-ended) questions. At a minimum, an effective formative mid-term survey should ask students the following key questions:

• What is working well in this course so far?
• What is not working well?
• What specific suggestions do you have to improve the course and your experience as a learner?

You can customize these core questions and add others based on the specific areas of feedback you want to explore, which may be aligned with your own goals and reflections. For example, you might include questions that focus on certain pedagogical strategies, course materials, or aspects of student engagement.

Keep Your Survey Questions Focused:

Aim to limit your survey to 3-12 questions in total. This length is typically sufficient to collect meaningful feedback while avoiding survey fatigue. The number of questions and data you collect may also be influenced by the size of your class. Later in this section, you’ll find recommendations for designing questions tailored to different class sizes.

Available Resources:

To help select your survey questions, consult the Mid-Term Formative Feedback Survey Template and Sample Questions resource. Feel free to highlight questions you would like to use and/or create different types of questions using this template, focusing on the specific feedback you wish to gather.

Tips for Effective Survey Design:

• Be Clear and Concise: Make sure each question is straightforward and easy to understand. Avoid using jargon or complex language.
• Include a Mix of Question Types: Consider using both closed-ended questions (e.g., rating scales) for quick feedback and open-ended questions for more detailed insights.

By thoughtfully designing your survey questions, you will gather valuable, actionable feedback that can help you enhance the course and better support student learning.

You can choose to collect student feedback either in person or online, using handwritten responses or digital survey tools such as Microsoft Forms, Google Forms, or Mentimeter. Each method has its own benefits and drawbacks, which may influence your choice of approach, survey design, and administration plan.

Collecting Feedback In Person

Administering feedback surveys in person can offer several advantages:

• Increased Accountability: When students complete feedback surveys during class time, they are more likely to participate fully and provide thoughtful responses. You can also address any questions or clarifications in real-time and monitor when students have completed the task.
• Fewer Technical Challenges: Handwritten surveys avoid common technical issues associated with online feedback collection, such as device access or connectivity problems. This approach also doesn’t require students to bring a laptop or smartphone to class, although you will need to provide the necessary materials (e.g., paper, pens).
• Effective for Short Surveys: Handwritten surveys are particularly useful for brief feedback with only a few questions. This method can be efficient if you’re looking for quick, focused responses.

If you prefer, you can also provide time during an in-person class for students to complete an online survey. This hybrid approach maintains the benefits of in-person administration while allowing for digital, anonymous responses that are easy to download and analyze.

Potential Drawbacks:

• Legibility Issues: Handwritten feedback can be difficult to read, which may limit the usefulness of the responses.
• Data Management Challenges: Unlike digital surveys, handwritten responses are harder to archive and analyze, as they cannot be easily imported into spreadsheet software for summary and analysis.
• Time Constraints: Setting aside class time for feedback can be challenging, especially if you have a full agenda. You may need to carefully plan when to allocate this time during your lesson.

Collecting Feedback Online

Online surveys offer distinct benefits:

• Efficiency and Flexibility: Students often type faster than they write, which can lead to more detailed responses. Additionally, collecting feedback online allows students flexibility to complete the survey outside of class time, freeing up instructional time for the lesson.
• Ease of Data Collection and Analysis: Online surveys streamline the process of organizing and summarizing feedback. Student responses can be automatically downloaded into a spreadsheet, making it easier to identify key themes or trends.
• Monitoring Completion Rates: Many online survey tools provide analytics, allowing you to track response rates and follow up with students who have not yet completed the survey.

Potential Drawbacks:

• Access Issues: Not all students have consistent access to a personal device, which may make it difficult for them to complete the survey on their own time. Some students may need to share devices with family members, creating scheduling challenges.
• Lower Completion Rates: If the survey is administered outside of class time, students may be less likely to complete it, especially if they perceive it as an additional or low-priority task.
• Need for Instruction: You may need to demonstrate how to access and complete the online survey during class time. Providing a brief walkthrough can help ensure students know how to navigate the tool and submit their responses.

Tips for Effective Survey Administration

• Test Your Survey: If possible, test your survey with a colleague or a small group of students before full distribution to ensure clarity and functionality, particularly if being conducted online.

By carefully considering the advantages and limitations of each method, you can choose the approach that best fits your goals and context. Whichever method you select, be sure to communicate the process clearly to your students and provide any necessary support to facilitate their participation.

After designing your survey and deciding how it will be administered, the next step is to prepare your students for the feedback process. Taking the time to explain the purpose and importance of the survey can increase student buy-in and lead to higher participation and completion rates.

Before or on the day you plan to collect feedback, take a few moments during class to introduce the exercise:

• Explain the Purpose of Collecting Feedback: Share with your students why you’ve chosen to gather their feedback, emphasizing how it will help improve the course and their learning experience. Be transparent about how their feedback will be collected (highlighting efforts to maintain anonymity), how they can access the survey, and how you plan to use their responses.
• Encourage Detailed and Actionable Feedback: Ask students to provide specific examples and reasons behind their feedback, as this makes it more actionable. For instance, instead of simply stating, “The assignments didn’t work well,” suggest that students offer a more detailed explanation, such as: “The assignments were challenging because their deadlines conflicted with midterms in my other courses.” This type of feedback provides clear information that you can use to make meaningful adjustments.
• Reinforce the Value of Their Input: Let students know that their feedback is important to you and that you will follow up with them about what you’ve learned. Outline any potential changes they might see in the course based on their responses, demonstrating your commitment to using their feedback to enhance their learning experience.
• Consider Incentives for Participation: To increase response rates, consider offering small incentives for completing the survey, such as participation credit or an optional bonus point. This can motivate students to take the time to provide thoughtful feedback.

After collecting your students’ feedback, take a few days to read through and thoughtfully consider their comments. Give yourself the time and space needed to reflect on the feedback you have gathered, as this can be a personal and sometimes emotional process.

Focus on identifying recurring themes and patterns in the responses and try to pinpoint 2-3 key takeaways for both areas of strength and opportunities for improvement. Be sure to recognize and appreciate the positive feedback as well, rather than focusing solely on critical comments.

Once you’ve had time to reflect, decide how you will address the feedback students have shared. Consider what changes you can make in the current term and what adjustments might need to be saved for future iterations of the course. It’s important to acknowledge the feedback with your students and communicate the changes you plan to implement. If certain changes aren’t feasible, be transparent and explain why these adjustments aren’t possible at this time. You might also highlight how their feedback will inform future versions of the course.

If you need additional support in processing the feedback or deciding how to respond, consider discussing it with a trusted colleague, supervisor, or an Educational Developer at your institution’s teaching and learning center. These conversations can help provide new perspectives and ideas for moving forward.

Understanding the Limits of Student Feedback on Teaching

While student evaluations of teaching (SETs) are a widely used tool for gathering feedback, they have several limitations that educators should keep in mind. Research has shown that SETs may not always accurately reflect teaching quality or student learning outcomes (Boring, Ottoboni, & Stark, 2016). One key issue is the presence of bias in student responses. Studies indicate that factors such as the instructor’s gender, race, age, and perceived personality can influence student ratings, often leading to lower scores for women, instructors of color, and those who do not conform to stereotypical expectations (Spooren, Brockx, & Mortelmans, 2013).

Moreover, students may sometimes base their evaluations on factors unrelated to teaching effectiveness, such as the perceived difficulty of the course or the grades they expect to receive (Galbraith, Merrill, & Kline, 2012). As a result, student evaluations of teaching should be interpreted with caution and supplemented with other forms of feedback, such as peer observations or self-reflective practices (Uijtdehaage, S., & O’Neal).

Another significant limitation of student feedback is its focus on immediate perceptions rather than long-term learning. Students may not be the best judges of what teaching practices contribute to deep, lasting learning, as they might prefer engaging or entertaining teaching styles over approaches that are more rigorous but ultimately lead to better learning outcomes (Uttl, White, & Gonzalez, 2017).

Additionally, when students provide feedback mid-term, they may not have a complete understanding of how different components of the course fit together, or how particular teaching methods will benefit their learning in the long run. For this reason, it is essential for instructors to interpret student feedback within the broader context of their teaching goals and pedagogical strategies, using it as one of several data points in evaluating their teaching practice and evidencing teaching effectiveness.

Within 1-2 weeks of collecting feedback, follow up with your class to express appreciation for their insights and participation. Taking the time to acknowledge their input demonstrates that you value their perspectives and are committed to using their feedback to enhance the course.

• Share What You Learned: Begin by summarizing the main themes that emerged from the feedback. Highlight both the positive aspects and areas where students suggested improvements. Be transparent about what you learned, focusing on the most common or impactful comments.
• Discuss Planned Changes: Outline any adjustments you plan to implement and be specific about how these changes will be integrated into the course moving forward. This might include modifications to teaching methods, course materials, or the pacing of assignments. Be clear about what students can expect and when these changes will take place.
• Address Unfeasible Suggestions: It’s also important to discuss any feedback that you cannot act on and explain why these changes are not possible at this time. Whether due to logistical constraints, curricular requirements, or other factors, providing a rationale helps students understand the limitations and shows that you considered their suggestions thoughtfully.
• Use Supporting Resources: To help guide this discussion, consider using the Template – Slides for Feedback Debrief with Students. This resource can help structure debriefing with students, making it easier to communicate the key points clearly and effectively.

By debriefing with your students, you close the feedback loop and build a stronger learning community. This process helps reinforce the value of student input and encourages continued engagement throughout the remainder of the course.

If designing and administering a survey is not appropriate for your needs, you may choose to modify the process by exploring some alternative techniques for collecting student feedback on your teaching.

Please review the Additional Techniques for Collecting Student Feedback resource for some ideas!

The context of the class size can significantly influence the design and administration of a mid-term formative feedback survey or collection technique. Here are tailored recommendations for both small and large classes to help you gather meaningful insights while accounting for the unique dynamics of each setting.

For Smaller Classes (Less Than 30 Students)

Leverage Open-Ended Questions for Deeper Insights:

In a smaller class, you have the opportunity to ask more open-ended questions, as you’ll receive fewer responses to review. This allows you to gather richer, more detailed feedback about students’ experiences, specific teaching methods, and areas for improvement. For example:

• “What specific aspects of the course have been most helpful to your learning?”
• “Is there anything you would change to enhance your experience in this class?”

Consider Using a Discussion-Based Feedback Approach:

In small classes, it can be effective to collect feedback through a structured class discussion or a focus group rather than a formal survey. This allows students to share their thoughts in real time and engage in a dialogue about the course. You can use a technique like “Stop, Start, Continue” and ask students to provide input verbally or through a shared document. Be sure to create a safe, open environment where students feel comfortable sharing honest feedback. Please review the Additional Techniques for Collecting Student Feedback resource for more information on these strategies.

For Larger Classes (More Than 30 Students)

Use Scaled Questions for Efficient Data Analysis:

In large classes, it can be challenging to review and analyze a high volume of open-ended responses. To streamline the process, include more quantitative (scaled) questions that provide quick, aggregated insights. For instance, use a Likert scale (1-5) for questions like:

• “The pace of the course is appropriate for my learning needs.”
• “The course materials help me understand the key concepts.”

This approach allows you to quickly identify patterns and common areas of concern without getting overwhelmed by the volume of feedback.

Prioritize Key Feedback Areas to Keep the Survey Manageable:

Since a lengthy survey may deter students in a large class from participating and provide an overwhelming amount of data for you to review, focus on gathering feedback about the most critical aspects of the course. Limit the survey to a select set of well-chosen questions that address core areas like course content, teaching effectiveness, and student engagement.

Incorporate Anonymous Polling Tools:

In larger classes, use digital tools like Microsoft Forms, Google Forms, or Mentimeter to administer a survey. These tools can handle many responses and automatically compile data, making it easier to identify trends.

While student evaluations of teaching (SETs) have limitations, gathering evidence that reflects the student experience, demonstrates instructional effectiveness, and highlights an educator’s strengths remains essential. Such evidence is often required for job applications, promotions, tenure reviews, or teaching awards.

Formative mid-term feedback collected directly from students offers a valuable opportunity to showcase teaching innovation and effectiveness. Integrated into a teaching portfolio, this feedback enables educators to reflect on their teaching practices, illustrating how student insights have shaped their professional growth, instructional strategies, and the design of courses or programs.

Moreover, mid-term feedback provides an actionable pathway to improve summative evaluations. By gathering student input at the midpoint of a course, instructors can make timely adjustments that enhance both the learning experience and the outcomes reflected in final evaluations.

Ultimately, incorporating and interpreting student feedback is a key component of a holistic approach to evaluating and demonstrating teaching effectiveness. By treating student feedback as one of multiple data points, educators can gain deeper insights into their impact on student learning, foster continuous improvement, and build stronger connections between their teaching practices and student success.