Collect mid-term student feedback

This guide describes what mid-quarter feedback is and how it supports student learning. It also explains how to collect feedback and includes sample survey questions you can adapt for use with your students.

Mid-quarter feedback, also referred to as mid-term evaluations or a mid-quarter survey, is a practice of seeking student input about how a course is going while the course is still in progress. Collecting feedback during the course allows you to make adjustments that can support student learning and engagement while also fostering a collaborative approach to learning. When you engage with the feedback process regularly, you will also gain valuable information about patterns that appear across terms.

There are multiple different types of assessment. You may use formative assessments, like exit tickets or quizzes, to gather information about student learning during the course. You may also use summative assessments, like exams or end-of-term papers, to evaluate learning at the end of a course.

Mid-quarter feedback is another way to gather information from students. It is a necessary part of what is often called a “feedback loop.”  The feedback loop includes collecting evidence with an assessment tool, reviewing and interpreting the information you gathered, sharing your analysis with students, and implementing changes based on what you learned. This feedback loop can be repeated throughout the term.

When you involve students directly in the feedback loop, you help them see their role in the classroom environment. You also demonstrate that their experiences impact how you teach.

Students appreciate being asked for their input, and it influences how they perceive their professor. A study from the University of Nebraska found that professors who asked for mid-term feedback and implemented changes based on that feedback received higher end-of-term teaching evaluations (McGowan & Osguthorpe, 2011). In a different study on active learning, students’ learning improved under active learning compared with lectures, but they initially reported less satisfaction with the new class format. However, their satisfaction increased when instructors explained why the changes were made (Deslauriers et al., 2019). Students reported higher satisfaction with their learning experience once they understood their professor’s goals for implementing changes.

These findings highlight the importance of communicating with students throughout the feedback process.  When you explain why you’re approaching your implementation the way you are, you provide context for your teaching techniques and give students an opportunity to understand the reasoning behind them. This can influence how they respond to the changes in the course.

Collecting mid-term feedback can make a big impact in your course, and it’s relatively simple to implement. Follow these steps:

1. 1. Prepare: Reflect on what you want to know and how you can learn it.
   2. Gather: Collect feedback from your students.
   3. Reflect and respond: Review and analyze the feedback, then discuss with your students how you will or will not adjust the course based on what you learned.

Ask yourself what you want to know and how you want to collect it. You should also consider when in the term to collect feedback. There are many ways to collect feedback, but this guide focuses on surveys, which are flexible and popular tools for gathering mid-term feedback. You can distribute them through Canvas, Google Forms, or on paper. Keep questions brief and focused to ensure that the responses are actionable and manageable to analyze. Avoid asking about course elements you are unwilling or unable to change; for instance, do not request feedback on homework frequency if you cannot adjust it.

Tell your students why you’re asking for their input and how you might use it. Give them time in class to complete (often at the end of a class session). Let them know when you plan to respond to their feedback, and follow through. If their feedback is anonymous, let students know. If it’s not, explain why you want to know who provided each response.

Sit down to review responses when you are relaxed. It can feel high-stakes to review feedback, but try to approach student feedback as an opportunity to learn as an instructor, not as an evaluation of your performance (Golding and Adam, 2016). Consider the following questions:

• Are there any themes that emerge?
• Is any feedback actionable through a change to the class plan? (The change can be small)
• Is any feedback actionable through a discussion or clarification of expectations or learning goals?

Remember that feedback is a snapshot of your students’ experiences on one day of class. Try not to take it personally or focus only on negative feedback.

Plan to discuss feedback with your class; this validates their insights and connects their input to course goals. Briefly address adjustments, invite questions, and thank them for their contributions. Below are a few general response strategies. Keep in mind that when discussing and responding to feedback, it is always important to account for course modalities, social dynamics, and your own identity as a teacher.

1. Highlight key feedback: Share two successes, two non-negotiables (with rationale), and two planned adjustments. This brief summary shows you have heard their input and are moving forward.
2. Facilitate discussion: Distribute a feedback summary to help students understand diverse peer perspectives. Discussing conflicting comments can highlight varying needs, but be mindful that sharing anonymous feedback can influence classroom dynamics.
3. Make small changes: Incremental changes can be easier to implement and stick with than major overhauls. Don’t overwhelm yourself by trying to “fix” everything at once. Pick one or two things you want to implement and start there. (Lang, 2016)