Asking for mid-course feedback is a great way to improve motivation and ensure second-half success for you and your learners. If you are considering designing opportunities to gather student feedback, explore the options below for surveying your students:
An easy, no-cost solution is to set up an ungraded assignment where students can upload feedback via a document or in the LMS. A benefit of this type of feedback is that you can get more in-depth and actionable comments from your students. It allows students to share their sentiments without being in the public eye, but results will not be anonymous. Be sure to include expectations around formality and length to keep this manageable for both of you!
Use or modify the example below:
We are halfway through the term, and I’m looking for feedback from all of you to ensure a successful second half of the term. In a few sentences, please share your thoughts on the following questions:
- What has been the most interesting part of this class so far? This could be a topic of interest, an assignment you found engaging, something you learned from a classmate, or anything else you found interesting.
- Have you struggled with anything so far in this class? This could be a particular topic area or assignment, navigating your way through the course, or something personal you’re open to sharing.
- What are you most looking forward to in the second half of the term?
- Is there anything you need from me or would like me to know as we move forward?
This assignment is not graded, but I encourage you all to participate. Complete sentences and thoughtful replies are requested but your feedback does not need to be formal. Please aim to reply with 2-5 sentences for each query. Feedback is encouraged by X date/time.
If you are looking for quantitative feedback or would value anonymity, consider using a survey tool like an ungraded and anonymous quiz in your LMS, a Microsoft/Google form, or another approved survey tool from your institution. Multiple choice responses will be quicker to review, but your feedback may not be as actionable or in depth as the first option. A survey also has the added benefit of being anonymous, which might improve how forthcoming your students are when replying.
Use or modify the example below:
1. How many hours a week, on average, do you spend on this course?
- 0-10 hours
- 11-15 hours
- 16-20 hours
- 20+ hours
2. How would you rate your experience in this course so far?
- Exceeds all expectations
- Exceeds some expectations
- Meets expectations
- Falls below some expectations
- Does not meet expectations at all
3. Which aspect of this course is most helpful to you?
4. Which aspect of the course is least helpful to you?
5. At this point in the course, are there any concerns you’d like to bring to my attention?
6. Are there any suggestions you would like to make about how to improve the course?
Word clouds are a great way to gather quick ideas and understand student sentiment. A free tool like Mentimeter provides a quick and fun way to get the pulse of your students. You won’t get much, if any, actionable feedback with this method, but you can gather a general sentiment which may indicate where you want to dig in more.
Use or modify the example below:
- What is one word you would use to describe the experience of this class so far?
- In one or two words, what do you hope to learn in the second half of our class?
- What topic has been most interesting to you so far? (Considering providing a list.)
- Fill in the blank with 1-2 words: “When I think about this class I feel…”
Receiving feedback can be challenging, but it is an opportunity for professional development. Approach feedback with a growth mindset and a willingness to adapt your teaching practices.
