Mid-term is the perfect time for collaborative reflection with students on the classroom environment and the overall learning experience. Gathering mid-course feedback from students provides you with the opportunity to learn what is working and not working in class, and to make informed improvements. Collecting midterm feedback can help identify small and "sustained" (Taylor et al., 2020) changes that you and your students can make to improve the course and the learning experience. Acting on the feedback you receive shows students your commitment to their success and improves student satisfaction in the course (Snooks, Neeley and Revere, 2007).
What to ask students
One of the simplest approaches for collecting mid-term feedback is the Start, Stop, Continue method (Columbia Center for Teaching and Learning, 2020). These questions asks students what you can start, stop, and continue doing based on what is and is not supporting their learning.
- What can I start doing in this class that would help you learn?
- Is there anything I should stop doing that isn’t helping you learn? If so, please explain.
- What should I continue doing that is helping you learn?
There are certainly other questions that might be asked, but ones like the three listed above can provide actionable feedback and give you a sense of whether a class is going well.
How to gather feedback
An instructor might choose one of several approaches to gather feedback depending on the size and format of a class. No matter the approach, gathering mid-term feedback is best done either in class or as part of a reflection assignment to ensure broader participation.
In-class written feedback
A quick and simple way to get feedback from students is by sharing the questions on the board or in your slidedeck and having students write their responses on a piece of paper. Students are more inclined to engage and offer feedback when prompted during class. However, they may find it harder to remain anonymous when required to write their responses, which could result in less genuine feedback. This option is effective in smaller classes but may be challenging to manage in larger lecture halls.
Class discussion
This approach has several benefits. Having an open class discussion about what you can start, stop and continue doing provides students the opportunity to speak to specific aspects of the class and allows you to ask follow-up questions. It also helps build trust with students by being vulnerable and open to constructive criticism, benefiting both you and the students later in the semester. Prior to beginning the discussion, it may be beneficial to brainstorm guidelines on what it looks like to have respectful conversations. It is also a good idea to reassure students that their feedback will not impact their grade. Again, this method works well for a smaller class size. For larger classes, you might consider having students discuss in small groups then share their collective feedback with the class.
Digital survey
An online survey is the best way to ensure anonymity. This encourages students to provide honest and constructive feedback without worrying their responses will impact their performance in the class. Make sure to explain what the survey is for and how the information will be used. The survey can be administered through Google Forms or Qualtrics, which both offer anonymous settings. Although the survey could be sent to students in an email or Canvas announcement to complete outside of class, we highly recommend giving students time in class to complete the survey in order to receive the largest amount of participation. This approach can work for any class size but is especially effective for larger classes.
Act on the results
The most important part of gathering feedback from students is putting their suggestions into action. Start by reflecting on what is working. This is a great way to give yourself a little confidence boost and tap on the back for all your hard work. While reviewing students’ responses for what they would like you to continue doing, take notes so you can maintain and build upon those practices.
Next, review the start and stop responses. What would students like you to start doing that would be helpful for their learning? What would they like you to stop doing and why? While reflecting on this feedback ask yourself the following questions: What changes are reasonable to make right now? What changes could be made in the future? What changes are not feasible?
Changes that you could make to your class immediately might include adjusting the pace or format of class time, incorporating more visual aids, asking open-ended questions to encourage participation, modifying group work dynamics, or providing more immediate feedback on student work.
On the other hand, changes that may require more planning or administrative approval might include significant curriculum overhauls, drastically altering grading policies, or making major changes to the classroom space.
After reflecting on the feedback and determining what adjustments can be made, share your plan of action with the students. This shows you value their feedback and opinions which builds trust and community within your class. It also models for students how to receive and implement feedback in a positive way.
Interested in gathering mid-term feedback from your students? Request a consultation with an LSA Instructional Consultant to help you get started.
Resouces
Columbia Center for Teaching and Learning (2020). Early and Mid-Semester Student Feedback. Columbia University. Retrieved May 22, 2023 from https://ctl.columbia.edu/resources-and-technology/resources/student-feedback/
Diamond, M. 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. https://doi.org/10.1177/1469787404046845
Snooks, M.K., Neeley, N.E., and Revere, L. (2007). Midterm Student Feedback: Results of a Pilot Study. Journal on Excellence in College Teaching 18(3): 55-73.
Taylor, R. L., Knorr, K., Ogrodnik, M., & Sinclair, P. (2020). Seven principles for good practice in midterm student feedback. International Journal for Academic Development, 25(4), 350–362. https://doi.org/10.1080/1360144X.2020.1762086.
U-M CRLT Midterm Student Feedback Consultation
