What do your students really think? Asking for Mid-course Student Feedback

As we quickly approach the midpoint of the fall term, it’s a great time to get some informal student feedback about your course. Unlike end-of-the-semester student feedback that can only be used to improve future courses, taking the time to obtain some anonymous feedback throughout a course gives you the opportunity to make minor adjustments that may better meet your current students’ needs.

Besides getting useful feedback while there’s time to make changes, soliciting this feedback also sends a message to your students that you care about supporting their learning. In turn, this may increase their motivation and engagement in the course. Here are three questions to consider when crafting a mid-course survey.

What questions should I ask?

While you don’t have to use the exact wording below, you will want to create questions that address what you (as the instructor) and they (as the student) could be doing differently to improve their learning in the course. Then consider what else to ask that would be of value. Remember to explain why you are asking them to do this, and keep the length of the evaluation brief to encourage thoughtful completion.

• What could I start doing that will aid your learning?
• What could I stop doing that will aid your learning?
• What could I continue doing that is already aiding your learning?
• What could you be doing differently that will aid your learning?

What's the best way to administer an evaluation online?

In order to get unvarnished feedback you can trust and act upon, you will want to allow the students to submit their answers anonymously. One easy way to achieve this is via the survey tool in Blackboard Learn. If you prefer, you can also create a survey using Qualtrics found on the Drexel One campus+community page.  The resulting survey will give you the information you need while creating a safe place for students to share their thoughts without fear of reprisal.

How should I respond to the feedback I receive?

Make sure you are in a positive and open frame of mind before you look at the feedback you have received. Think about which suggestions merit implementing a change, and why. Do the same for those ideas that you might not see as important. Remember that making even a minor change based on this feedback can signal to students you care about what they had to say.

If you teach synchronously, talk to your students the next time you meet. Share with them the “why’s” for the things you will and will not change. Do it through the lens of what is in their best interest for helping them to reach the learning goals of the course. For example, if students feel that there’s too much homework, stand back and look at what you are assigning to see if your course has too much busy work. If you’ve carefully evaluated the workload and determined that all assignments are vital to meeting your course goals, then explain that to them. If you teach asynchronously, use a venue such as the Announcements tool to reply to their feedback.

For feedback about the students’ own behavior (like the fourth sample question above), it’s a good idea to remind students to develop an action plan. For example, if students report that they should start studying earlier for an exam, you might discuss strategies for improving their study skills or have them brainstorm strategies with each other. For students who may need additional support, this can also be a good time to remind them to use your office hours and about the University’s tutoring services.