Self-Administered Mid-Semester Feedback Surveys
Midsemester surveys are a great way to check in with students and receive formative feedback about your course. When you request feedback from students, you model reflective and responsive practices, which communicate to students that you are dedicated to their learning and value their input. Unlike end-of-semester evaluations, midsemester feedback allows both you and your students to act on the suggestions while the course is ongoing; thus, the process can have an immediate positive impact on everyone’s experience. This page will guide you through the various steps to consider when collecting feedback from students.
- Claremont Colleges Center for Teaching and Learning. (n.d.) Formative teaching evaluations. https://teaching.claremont.edu/formative-evaluation/
- Davis, B. & Tollefson, S. (n.d.) What to do with the information you gather on a midsemester evaluation. UC Berkeley Center for Teaching & Learning. https://teaching.berkeley.edu/sites/default/files/respond.pdf
- Freishtat, R. (2014, March 17). Because the squeaky wheel should not always get the grease: A different way to conduct mid-semester evaluations. Berkeley Center for Teaching & Learning. https://teaching.berkeley.edu/news/because-squeaky-wheel-should-not-always-get-grease-different-way-conduct-mid-semester
- Goodman, J., Robert A., and Marcia B. (2015). The effect of incentives and other instructor-driven strategies to increase online student evaluation response rates. Assessment & Evaluation in Higher Education 40(7), 958–70.
- Guder, F., & Malliaris, M. (2013). Online course evaluations response rates. American Journal of Business Education, 6, 333–338.
- Kite, M. E., Subedi, P. C., & Bryant-Lees, K. B. (2015). Students’ perceptions of the teaching evaluation process. Teaching of Psychology, 42(4), 307–314.
- McDonnell, G. P., & Dodd, M. D. (2017). Should students have the power to change course structure? Teaching of Psychology, 44(2), 91–99. https://doi.org/10.1177/0098628317692604
- O’Neal-Hixson, K., Long, J., & Bock, M. (2017). The eSGID process: How to improve teaching and learning in online graduate courses. Journal of Effective Teaching, 17(2), 45-57. https://eric.ed.gov/?q=SGID&pr=on&id=EJ1157448
- Palmer, M., Wheeler, L., & Aneece, I. (2016). Does the document matter? The evolving role of syllabi in higher education. Change: The Magazine of Higher Learning, 48(4), 36–47. https://doi.org/10.1080/00091383.2016.1198186
- Payette, P. R., & Brown, M. K. (2018). Gathering mid-semester feedback: Three variations to improve instruction. IDEA Center, Inc. 67. 1-8.. https://files.eric.ed.gov/fulltext/ED588349.pdf
- Reisenwitz, T. (2016). Student evaluation of teaching: An investigation of non response bias in an online context. Journal of Marketing Education, 38(1), 7–17.
- Snooks, M. K., Neeley, S. E., & Williamson, K. M. (2004). From SGID and GIFT to BBQ: Streamlining midterm student evaluations to improve teaching and learning. To Improve the Academy, 22 (1), 110-124. https://doi.org/10.1002/j.2334-4822.2004.tb00405.x
- Subedi, P. C., & Bryant-Lees, K. B. (2015). Students’ perceptions of the teaching evaluation process. Teaching of Psychology, 42(4), 307–314.
- Tollefson, S. (2005) Teaching resources: Sample midterm evaluations. Berkeley Center for Teaching & Learning. https://teaching.berkeley.edu/sites/default/files/sample_midterm_evals.pdf
- Wickramasinghe, S. R., & Timpson, W. M. (2006). Mid-semester student feedback enhances student learning. Education for Chemical Engineers 1(1): 126–33.
- Yale Poorvu Center for Teaching and Learning. (n.d.) Mid‐Semester feedback FAQ. https://poorvucenter.yale.edu/mid-semester-feedback-tool-canvas