Mid-Course Evaluations are techniques used to provide information to an instructor for the purpose of improving teaching, learning, and motivation in a course that is in progress, NOT to evaluate students or you.
Designing Mid-Course Evaluations
- Typically, short (3-6) multiple choice/open response, anonymous surveys
- Consider three or four aspects of your course in which you would like feedback
- Do not just focus on the negative, remember to ask what is going well
- Make sure questions are clearly worded
- Provide a written purpose statement – reemphasize this purpose orally
- Consider having a trusted colleague participate
Sample Purpose Statements
- The purpose of this survey is to provide your instructor with information about his/her teaching effectiveness. It will NOT be used for grading purposes. Please be as candid as possible. Thank-you!
- Please answer these questions honestly and constructively. Your responses will help me find out how the course is going so far and give me some idea about whether any changes are needed. DO NOT SIGN THE FORM. Your response will be anonymous.
- Dear Student: Thank you for taking the time to fill out this anonymous questionnaire thoughtfully. The information will be used by your instructor to determine which aspects of the course are particularly good and which aspects need improvement.
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| Classroom EnvironmentMid-Course Evaluation Samples in PDF
- Is the course moving too slowly, too quickly or just right?
- What do you like best about this class (lectures/assignments/tutorials /labs/group work)?
- What do you like least about this class (lectures/assignments/tutorials/labs/group work)?
- What are the strengths/weaknesses of this course so far?
- Do you find this course to be a useful learning experience?
- How useful/productive/applicable was your library/lab/field experience?
- What one thing would you do to improve this course?
- What one thing would you not change about this course?
- What could be done to improve this class during the second half of the semester?
- What topics interest you that are not currently being covered by the course?
- In what ways has the instructor increased your interest in the course content?
- Which idea/concepts have you found it most difficult to grasp? Why do you find this idea/concept difficult?
- Are you having any technical difficulties? If you are, please describe.
- Is this class meeting your expectations? Is it meeting the objectives you had at the start of the course?
- What approaches/aids would facilitate your learning and why?
- Does the absence of questions indicate comprehension? Or confusion?
- What about this course has been especially useful to you thus far?
- What about this course, if anything, could be improved? If you have suggestions on how the improvements could be carried out, please indicate those as well.
- Are there ways that you—and the other students—could make the course more effective?
- Do you find the subject matter of this course easy, average, or difficult? Explain.
- What could you personally do to improve your learning experience in the class?
- What could your instructor do to better facilitate either the goals you have set for yourself or your learning experience in this course?
- Thus far, how would you rate this course? Poor, Fair, Good, Very Good
- What teaching strategies in this class are most helpful for your learning?
- What actions can you take to improve your own learning specifically for this course/unit?
- Please make any additional suggestions you may have for improving the units in this course thus far.
- What grade do you expect to earn in this class? On what do you base this expectation? [Do you feel your grade accurately reflects your effort?]
- So far, has this course contributed to your knowledge of the concepts, subject matter, and issues of this course? If yes, state in what way (s) and if no, leave this space blank.
- What would you recommend to help me modify and/or refine this course and my teaching style? (Include things that you would like for me to add or take away from the syllabus.)
- Do you have any concerns about this course that you would like for me to address in class?
- How well organized is this course?
- Is the instructor well- prepared for class?
- Are the course and class objectives clear?
- What do you believe the objectives of the course to be?
- Is the grading scheme clearly outlined and reasonable/fair? Why or why not?
- Did the initial class syllabus provide you with all pertinent information (due dates, assignments, readings, outline of course etc.)? What else would you like to see included in the syllabus?
- How does this course differ from the expectations you had at the beginning?
- Were the lectures clear/well organized/presented at a reasonable pace for note taking?
- Did the lectures stimulate you intellectually? Why or Why not?
- What suggestions do you have for making the lectures in this class more productive?
- Do you find the overheads/visuals/audio/use of whiteboard useful/informative/helpful for understanding the course material/complementing the course material? In what ways?
- Do you feel able to ask the instructor questions during lectures? Why or Why not?
- Are student questions answered satisfactorily by the instructor? Why do you feel this way?
- Are you able to understand what I am saying? Yes / No
- In what way were the assignment directions clear/unclear?
- Did the mid-term test/exam/quiz allow you to demonstrate what you have learned?
- Was the mid-term test/exam/quiz fair? Why or Why not?
- How useful was the feedback you received on your assignment?
- How suitable was the reading material for the 1000/2000/3000 level?
- How accessible/appropriate/related/useful is the textbook for this course?
- In what ways do you find the reading material useful/interesting/thought provoking?
- Did you find the assignments relevant/interesting/challenging? Why or Why not?
- Can you relate the lectures to the outside reading?
- Do you feel comfortable participating is small group discussion? Why or Why not?
- Do you feel comfortable participating is large group discussion? Why or Why not?
- Does the instructor facilitate student learning during discussion? In what ways?
- Did the problems worked out in class help you to understand how to work out questions on your own?
- Does the instructor satisfactorily facilitate/stimulate/direct discussion?
- Are classroom discussions too structured/not structures enough?
- Does the instructor encourage student questions/involvement/debate?
- Is the instructor willing to hear and consider alternative points of view to their own?
- Are the topics of interest to you?
- Are the Discussion Questions of value to you?
- What would encourage you to participate more?
- Has the online discussion board been a good tool for class discussions, posting assignments, etc.?
- Have the interactions online added to your learning experience?
- Are the lab assignments/labs/experiment procedures clearly explained?
- Does the instructor allow room for student creativity in the lab? If yes, how?
- How are labs a beneficial learning experience?
- Does the instructor provide enough demonstrations? Why or Why not?
- What suggestions do you have for making the labs in this class more productive?
- In what ways is the format of the class helpful or detrimental to your learning experience?
- Is the instructor suitable accessible for consultation?
- Is the instructor approachable?
- Are you getting the "right" amount of feedback from your instructor?
- Does the instructor take the time to speak with you one-to-one ?
- Does the instructor deal effectively with disruptions/behavior problems?
- Does the instructor make effective use of email for communication with the students?
- Does the course website provide the necessary material in a user-friendly format?
- How useful/effective is your peer study group?
- Has working in a team environment improved your learning experience?
- Does the instructor know your name?
- Does the instructor show care and concern for your progress in the course?
- Does the instructor have an inclusive teaching style?
- Does the course format allow for various learning styles amongst students?
- Does the course format show preference for a particular kind of learning style?
Overall, J.U., and H.W. Marsh. (1979). Midterm Feedback from Students: Its relationship to Instructional Improvement and Students ’ Cognitive and Affective Outcomes. J. Ed. Psych., 71, 856-865.
Cohen, P.A. (1980). Effectiveness of student rating feedback for improving college instruction: A meta-analysis of findings. Research in Higher Education. 13, 321-341.
Kuhlenschimdt, S. Mid-Course Adjustments, WKU, www.wku.edu/teaching/booklets/midcrs.htm
Sheffield, S. , Dalhousie University, Mid-Term Evaluations, http://learningandteaching.dal.ca/midterm.html.
Angelo, T. & P. Cross. (1993). Classroom Assessment Techniques: A Handbook for College Teachers.
Diamond, R. (2004). The usefulness of structured mid-term feedback as a catalyst for change in higher education classes. Active Learning in Higher Education. 5(3): 217-231.