Making the Most of Your Early Course Evaluations


Early course evaluations are a way to gauge how the semester is going for your students while there is time for you to make adjustments to the course and your teaching.  Most professors prefer to administer the early course evaluations during the third through fifth weeks of a semester.  

"Handing out an adapted . . . evaluation form during the first weeks of your course, when there is ample time to make changes based on students' input, is pretty brilliant."

Therese Huston, 2009

 

Early Course Evaluation Ideas and Templates

This questionnaire is intended to provide information on how to enhance the quality of instruction during the remaining weeks of this semester.

These surveys ask students to indicate whether or not they agree with each statement by circling the appropriate number on a likert scale. Students are also encouraged to write in comments or suggestions for the instructor under each rated statement.

For example:

"The instructor presents information clearly."

Strongly Agree 1 2 3 4 5 Strongly Disagree

Comments:

Here's a list of sample statements (The instructor should choose a few of the following items which relate to his or her questions about her teaching): 
  1. The instructor presents information clearly.
  2. The instructor's presentations are easy to hear and understand.
  3. The instructor's use of audio visual aids and the blackboard supplement the presentation.
  4. The instructor manages class time well.
  5. The instructor is well-prepared for class sessions.
  6. The instructor relates course content to students' lives.
  7. The instructor conveys enthusiasm for the course.
  8. The instructor helps create a non-threatening climate for participation.
  9. The instructor welcomes questions and answers them clearly.
  10. The instructor provides helpful feedback on student assignments.
  11. The instructor is fair in grading and carrying out the course policies.
As opposed to the standard model above where students rate statements, an open-ended questionaire focuses on students' individual feedback in response to more general questions.

To begin constructing an open-ended evaluation, an instructor can choose relevant items from the following list for students to complete.

  1. The most important thing I have learned in this course so far is. . .
  2. The most interesting new idea I have learned in this course is. . .
  3. The aspect of this class that is the most helpful for my learning is. . .
  4. The most challenging part of this course is. . .
  5. The most difficult aspect of this course for me is. . .
  6. The one thing I can do to improve my learning in this course is. . .
  7. I would have an easier time learning in this class if I could. . .
  8. The one thing I expect out of this course that is not being provided is…
  9. I would improve this course by. . .
  10. The great weakness of this course that I would correct is. . .
  11. The part of the course that I have liked the most so far is. . .
  12. I know the following techniques are used in other classes and I believe they could be used effectively in this class. . .
  13. I have the following questions or suggestions for you [class instructor]. . .
  14. I suggest that you [class instructor] make the following changes in the course between now and the end of the semester to help me learn better….
  15. My recommendation for improving class participation and discussion is…
  16. To help me learn, you [class instructor] should start doing the following things. . .
  17. To help me learn, you [class instructor] should stop doing the following things. . .
  18. I have the following suggestions for how you [class instructor] can use other media or other technologies in this course. . .
  19. Please comment on how well the required readings tie in with class presentations, discussions, and small-group projects.
  20. Please comment on how well each class session helps you synthesize the major ideas for the lesson.
Source of open-ended items: United States Military Academy, Center for Teaching Excellence.
"As this course progressed, I was able to get it back on track by using a mid-semester evaluation process called "pluses and wishes." Students divided the evaluation sheet in half and placed all the positives about the course on one side and suggestions for improvement on the other. For the most part, the students were satisfied with the course, but the one "wish" that was prevalent was to increase student interaction" (Ladson-Billings, 1996).

This simple but effective evaluation method encourages students to focus on both the positives they've already experienced and the ones they hope the class will create in the future.

A KQS (Keep/Quit/Start) survey can be done without any advanced preparation.  Simply write these three items on the board.

  • Keep Doing
  • Quit Doing
  • Start Doing

Tell students: Your feedback will help me to conduct class in a way that is most useful to you. Please take a few moments to offer your suggestions.

  1. What could I as the instructor keep doing, quit doing, and start doing to help you learn?
  2. What can you as a student keep doing, quit doing, and start doing to promote your learning?
If you have more time to prepare in advance and feel that students would be more responsive if they didn't have to publically share their responses, then you can use these same questions for brief printed or digital in-class surveys.