Sources of Feedback

Learn what your students bring to your course (e.g. knowledge, interests) to inform your course planning and delivery. Introductory Surveys can be administered before class starts using this Google Form.

• Conduct a “needs assessment” to discover what your students already know about the subject, and what they expect to learn in your course. 
• Promote inclusivity by asking students to identify their preferred pronouns, learning needs, expectations, interests, identities, and background experience.
• Identify potential obstacles to student learning such as language barriers or a lack of resources (WiFi, Laptop, etc.).
• Whether the survey is anonymous or not, using a questionnaire that only the instructor has access to may promote openness and honesty from students in a way that a public discussion cannot.

See Sample Introductory Survey questions in our Inclusive Teaching section.

Mid-quarter feedback allows you to respond to students’ real-time feedback about the course and make adjustments to enhance learning. This feedback can be collected during or outside of class, on paper or using an electronic survey such as the Canvas Mid-Quarter Feedback template or the Mid-Quarter Google Form template.

Why do a Mid-Quarter feedback survey?

• Student voices are heard and valued, and students become collaborators.
• You can improve your teaching by hearing how it’s landing with students.
• By inviting students to reflect on their own learning, you’re encouraging meta-cognition.
• By giving students the forum to let you know something they haven’t found the space to articulate yet, you can hear what students need, especially during times of high stress.
• You’re getting feedback in time to make adjustments before end-of-term course evaluations.
• Sample mid-quarter feedback questions.

When writing your feedback survey, consider:

1. What questions will help you to improve the course, real time? Only ask questions about things you are willing and able to change.
2. Are there particular aspects of the course that you’ve changed and want feedback on?
3. How will you summarize and respond to students’ feedback, but keep it anonymous and confidential? (e.g. spend class time discussing, make a video, publish your responses on a forum.) 
4. How can you ensure a high survey response rate?

1. What platform will you use?

• Canvas Survey (a.k.a. Ungraded Quiz)
• Google Forms
• i>Clicker questions (during class)
• Email
• Printed survey or index cards on desks with questions projected 

Note: all platforms except email can be anonymous; handwritten responses limit anonymity.

2. When will students take your survey?

• Introductory Survey: Either before classes officially starts or during the first week of class. Typically done outside of class.
• Mid-Quarter Feedback: Around week 4 of the quarter (just before the mid-way point), so that students are familiar with instruction, materials and assessments. Set aside class time or ask students to do it outside of class.

3. How will you follow up on the survey results with students?

• Debrief during class
• Email a follow-up reflection of responses
• Follow-up with individual students who have concerns or have identified potential obstacles to their learning (if non-anonymous)

UCSB’s course evaluation system provides instructors with feedback on students' experiences to inform future course design. Note: Instructors and TAs can add custom questions to their surveys during week 8 of a quarter; see “Step 2: Personalization period” The department coordinates with academic departments to determine what surveys will be used for each course, and notify them about any custom questionnaires. ID administers the Course Evaluation surveys online, with frequent, automatic, email reminders to students. 

Importantly, research suggests that bias is pervasive in student evaluations of teaching, with female instructors and faculty of color rated less favorably than their colleagues (Anderson and Smith, 2005; Bavishi, et al., 2010; Basow, et al., 2013; MacNell, et al., 2015; Smith and Hawkins, 2011; Spooren, et al., 2015). To safeguard against bias in the hiring and personnel review process, it is imperative that you use multiple sources of evidence to compliment student evaluations.

Read more about Course Evaluation FAQs for Instructors and TAs.

You can examine student performance using technologies like Canvas analytics graphs, Canvas quiz statistics, GauchoCast viewing statistics, i>clicker data and GradeScope comment banks can help identify trends in student performance. GauchoSpace logs can be used to investigate how often students’ are accessing resources and participating in online activities, while GauchoCast analytics summarize students’ engagement with recorded lectures. Some questions you might try to answer using data and analytics are:

• What parts of the course are students excelling in and what are they finding challenging?
• Which course resources are students using most often?
• Are student learning outcomes equitable between different groups of learners?