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I already do end-of-semester evaluations. Why isn't that enough?
I already do end-of-semester evaluations. Why isn't that enough?
End-of-semester evaluations are a way to get information that will improve your course in the future. They can be an incredibly valuable resource. However, getting feedback that you can use *right now* to improve the class will help everyone have a better semester. Also, studies show that asking for (and responding to) early semester feedback tends to improve end-of-semester evaluations!
Why don't you call it midterm evaluations?
Why don't you call it midterm evaluations?
Often midterm can be a bit too late to make a meaningful change within a course, for both the instructor and the student. While taking the pulse of the class experience is certainly valuable at any time, getting feedback earlier in the semester can accomplish changes that make a bigger difference in student success!
So when should I ask for feedback?
So when should I ask for feedback?
Ideally, you should ask for student feedback after they have completed (and gotten feedback on) their first major graded assignment in the class. This should be somewhere around 4 weeks into the semester.
What's a "major graded assignment?"
What's a "major graded assignment?"
Often instructors will use smaller assignments (like quizzes) to help students prepare for a larger exam. Or perhaps you have smaller reflection assignments or drafts before a major final paper. Others will spread out multiple assignments that lead up to a major presentation or project. While these may (or may not) be done for points toward a final grade, we find that students will often not realize that they are in trouble until a major assignment (10-20% of the final grade) is conducted.
For what type of feedback should I ask?
For what type of feedback should I ask?
Early-term feedback does not need to be extensive. It should, however, be anonymous. We are a fan of using Google Forms, but it can be easily done using pen and paper as well. We like the Start, Stop, Continue method, where students get three main prompts:
What should we START doing to improve your learning in this class?
What can I do?
What can you do?
What should we STOP doing to improve your learning in this class?
What can I do?
What can you do?
What should we CONTINUE doing to improve your learning in this class?
What can I do?
What can you do?
How should I respond to this feedback?
How should I respond to this feedback?
It is critical that you take time (preferably in the next class period AFTER you get the feedback) to have an in-person class discussion about the trends that you saw from the anonymous feedback. In particular, you should:
Discuss any specific, actionable changes you plan to make due to the feedback.
Discuss requested changes you will NOT make, and explain why.
Lead students to some resources or other ideas, if you see trends on what they have identified that they can do on their own (if applicable). For example, if students acknowledge that they should prepare more ahead of time, lead a discussion to brainstorm ways to do this that are concrete and realistic.
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