Common challenges with gathering feedback from students

Published about 1 month ago • 3 min read

Hello Reader,

What are the common challenges when gathering feedback from students?

When gathering feedback from students, you can face some challenges. This guide will help you overcome common issues with student feedback.

1. No constructive feedback: Even though everyone loves to hear how well they did, if you do not receive any feedback that indicates that students have critically reflected on their learning and the course structure, then that feedback is not useful to you.

2. Low response rates: It is now typical for most end-of-term student evaluations of teaching (SETs) to take place online, which has resulted in lower response rates. Despite being completed online, dedicate time in class for students to complete.

3. Validity of student ratings: Instructors who receive low ratings, may dismiss student comments. However, students are a good judge of their learning and therefore can respond to your questions about their learning in your course.

4. Misinterpretation of responses: You may have a difficult time understanding what students are trying to say. When this occurs, try to summarize into a theme.

5. Hard versus easy courses: Sometimes, instructors may think that the reason they received a low rating is because their course was hard. In actuality, hard courses receive higher ratings (Svinicki & McKeachie, 2014). Students like to be challenged. Keep your expectations high but attainable by providing sufficient support.

6. Instructor personality: There has been much written about how student feedback is a popularity contest and yes, students will respond more favourably to outgoing instructors. Therefore, do make the effort to connect with students.

7. Instructor appreciation: Research shows that the impression you make will be long lasting. Therefore, despite thinking that maybe students will appreciate your hard stance later, there is no proof that is the case.

8. Bias: Students bring their biases into the classroom and when providing feedback. Therefore, bring their attention to this fact so that they can be aware of how their biases about gender, class characteristics, race, age, and discipline of study can potentially influence their responses (Berenson & Jeffs, 2021).

9. Negative comments: Do not focus on negative comments over positive and constructive comments. However, do pay attention to what they are saying. If one student feels like they were not supported in their learning, hopefully they have clearly explained why. Just because only one student identified this concern, others may feel the same. Take the comment into consideration as you revise your course.

How can you address these common issues?

The key to effective feedback lies in three crucial steps:

· Create a safe space: Encourage students to share their thoughts and ideas in an environment where they feel safe and valued. To do that, begin the first day of the course by taking time to get to know students, and give students the opportunity to get to know each other. This will initiate a community within the course. You can also indicate your willingness to listen by engaging with students before and after class, through mandatory office hours (require at least one visit per student if numbers allow), administering early feedback, and by sharing all feedback with students.

· Ask the right questions: Crafting your feedback questions in a way that elicits constructive and meaningful responses. And do not ask for too much or too often. Only ask about three to seven questions for each of your feedback surveys.

· Act on feedback: Demonstrating to students that their feedback has been heard and is valued by taking appropriate action, will confirm that you take their feedback seriously. For example, share the feedback in summary form, and make at least one change.

Remember the following:

All instructors receive feedback that can be challenging.

Make connections with your students so that you are in a dialogue. Be transparent. If you are trying a new instructional strategy, let students know and that you genuinely care about their opinion about the strategy and how it supported their learning. Students love being in partnership with you.

Keep the focus on students’ learning.

Make notes in your course portfolio as to what you will change in the course, based on student feedback.

Develop your feedback literacy (Berenson & Jeffs, 2021). Feedback literacy “denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies” (Carless & Boud, 2018, p. 1).

Analyze your data and summarize your feedback to include in your teaching dossier/portfolio.

If you would like to access the full free guide about getting feedback from students, go to iteachhe.com.

References

Berenson, C., & Jeffs, C. (2021). Making Sense of Student Feedback Guide. Calgary, AB: Taylor Institute for Teaching and Learning Guide Series.

Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 1-22, https://doi.org/10.1080/02602938.2018.1463354

Svinicki, M., & McKeachie, W. (2014) McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers, 14th edition. Wadsworth Cengage Learning.

To your teaching success!

Dr. Cynthia Korpan

Are you a graduate student or early career academic who is driven to excel in your studies and pursue a career as an academic? Then this blog is for you. You'll join 100s of others that I have helped enhance their teaching abilities, gain a competitive edge in the academic job market, and become a well-rounded educator. You will be provided with insights, strategies, and resources to help you become an effective and respected educator within your discipline.