Different ways to obtain feedback from students

Keep the focus on getting feedback about students’ learning and how your course structure and teaching supported their learning.

Early fast feedback

Within the first two weeks ask students if they can find everything they need, have any questions about expectations, and other logistical questions. The goal is to alleviate any stress points immediately.

Mid-term

Ask about their learning and for specific details about how the course has supported their learning. Keep the focus on student learning and not about you. Questions are related to you since you are the individual who designed the course to support their learning.

End-of-term

Even if your institution administers a standard end-of-term student response form, construct your own survey so that you can ask specific questions about students’ learning. This gives you control of the type of data you are collecting about your teaching.

How to address feedback, whether positive or constructive

Always address feedback you request. After compiling the data, use the next class to share the main points. Students appreciate seeing that you take their feedback seriously, that other students felt the same about something, and it gives you a chance to directly address all feedback. For example, if there was significant feedback about an aspect of the course that cannot be changed, then you are able to explain why to students. This eliminates culminating stress that students can feel. Once they realize the reason for something being part of the course, that stress will subside and not negatively impact your end-of-term feedback.

How to use feedback in your teaching dossier/portfolio

If you include all feedback in your dossier/portfolio, make sure it is in a table format or other graphical representation so that it can be easily read.

Alternatively, curate the data from the feedback you gathered from students into a readable form, such as thematizing or summarizing main points.

References

Gormally, C., Evans, M., & Brickman, P. (2017). Feedback about teaching in higher dd: Neglected opportunities to promote change. CBE—Life Sciences Education, 13(2), 187-199. https://doi.org/10.1187/cbe.13-12-0235

McKeachie, W. J., & Svinicki. M. (2006), McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Houghton Mifflin Company.