When students have an opportunity to provide honest feedback early in a course, there are benefits to both parties. Faculty have an opportunity to integrate constructive feedback into the course and strengthen their teaching for the current students. Students know that their feedback is valued and, if they see change based on that feedback, can become more invested in their learning. Below are some suggestions for how to effectively gather and use early and mid-term student feedback.
- Assure students that honest feedback will not compromise their grades
- You can ask students to NOT write their names on the page or suggest they provide their name if they want you to follow up with them personally
Focusing on specifics
- Ask for 3 specific things and provide a numbered list with space for their responses
- Ask what is working well that has helped them learn so far
- Ask for specific suggestions to help them learn more effectively or wished were different
- Be sure to thank students for taking the time to provide honest and constructive feedback
- The best show of appreciation is to share what you have learned, to integrate suggestions when possible
- Set aside two-to-five minutes of class time to ask students: what is the most important thing you learned, and what important question(s) remain unanswered?
- Responses to these questions provides insight into student learning and teaching effectiveness
- For more information, see CELT’s Minute Paper
- Set aside two-to-five minutes of class time to ask students to respond to “what is the muddiest point in …?”
- Responses to the Muddiest Point provides valuable information on student learning and teaching effectiveness
- Address students’ feedback during the next class