Information for Instructors and Administrators
Important Dates
Find information on course evaluation periods, report release dates on the Important Dates page.
Why the University of Toronto does course evaluations
The University of Toronto is committed to ensuring the quality of its academic programs, its teaching, and the learning experiences of its students. An essential component of our commitment to teaching excellence is the collection of student feedback through the course evaluation surveys
Together with other sources of feedback, course evaluations can be a valuable source of insight into students’ experiences and perspectives in U of T courses, both broadly speaking and within the context of each academic discipline.
Blue – the Course Evaluation Software Platform
The University of Toronto uses the Blue software platform by Explorance, a cloud-based confidential course evaluation system based in Montreal, Canada. It has been widely adopted across many Canadian Higher Education Institutions. Blue also adapts course evaluations for smartphone and tablet use so that course evaluation tasks can be completed on the go!
What is the Cascaded Course Evaluation Framework
To ensure that course evaluations provide instructors, academic administrators, and students with meaningful and relevant feedback, U of T’s Course Evaluation Framework applies a cascaded assessment structure that acknowledges the need for both broad-based and granular assessment across the various levels of the institution.
Specifically, course evaluation forms are comprised of items that reflect core teaching and learning priorities, which apply to all courses at U of T; divisional items that reflect teaching and learning priorities within a specific division (e.g. Faculty of Arts & Science); departmental items that reflect teaching and learning priorities within a specific department (e.g. Computer Science); and finally, individual instructor items that reflect teaching and learning priorities within a specific course (and are selected via the Institutional Item Bank).
If the CCEF is not suitable for the structure or pedagogy of a course
We recommend using a survey tool that guarantees the anonymity of respondents. Please note that the survey tool on Quercus does not ensure anonymity (as it can be overridden retroactively). Several licensed tools are available to the U of T community for this purpose, including Microsoft Forms and REDCap. Other tools, such as Qualtrics, are available through subscription. We advise against using survey tools with servers located outside of Canada, such as SurveyMonkey, due to privacy concerns.
For end-of-semester course evaluations, instructors should receive aggregated results only after grades have been submitted.
How to add course evaluation items
During the Instructor Period, you will be able to add additional items to your course evaluation. You can participate in instructor item selection by:
- Clicking on the link emailed to you from the course evaluation software, Blue, or
- Accessing Blue via the Instructor section of the Course Evals page on Quercus. Click on the Instructor Question Selection for Evaluation Forms (for Current Courses)
Once you have accessed the item selection page:
- Choose an item category and click Show Section to view the items under that category. Click Select to choose individual items.
- Once you are satisfied with your selection, click Submit.
- Want to revisit your items at a later time? Click Save instead of Submit and return anytime during the Instructor Period. Your items will only be added to your evaluation after you click Submit.
Current course evaluation items
Please review the list of all current course evaluation items for reference to avoid duplication.
Suggest an item for the instructor item bank
The instructor item bank was created by the Course Evaluations Team at the University of Toronto, based on a thorough review of course evaluation instruments and methods, with input from various stakeholders, including divisional and departmental leadership as well as individual instructors. Instructors are encouraged to email the Course Evaluations team with suggestions for topics they would like to see included. Each suggestion will be assessed for its relevance across a diverse range of disciplines and course modalities. If approved, the topics will be added to the item bank at the beginning of each Fall term. Additionally, we recommend that instructors consider using alternative tools, such as MS Forms or REDCap, for customized feedback collection if they wish to gather student feedback immediately or address topics outside the scope of the Cascaded Course Evaluation Framework.
Monitor your response rates
During the Student Period, you will be able to view your live course evaluation response rate as students respond to your evaluation. You can view your response rate by:
- Clicking on the link emailed to you at the beginning of the Student Period from the course evaluation software, Blue, or
- Accessing Blue via the Instructor and Administrators section of the Course Evals page in Quercus – look for the View Response Rates (for Current Courses
Engage your students
These strategies have been found to improve online course evaluation response rates because they educate, engage, and create an open dialogue with students about the important role course evaluations play in students’ overall learning experiences. Research demonstrates that engaged and informed students are motivated to complete course evaluations. You can encourage this engagement by demonstrating your involvement in course evaluations.
In order to protect the integrity of the responses, it is a responsibility for all parties involved to ensure that neither penalties nor incentives are used. This includes, but is not limited to, grades, food, money, gift cards, prizes, and changes in course structure/assessments.
In Class Evaluation Prompts (pptx)
Remind your students in class that the course evaluation session is open for your division
- Evaluation dates are available from your division and are posted here.
- It’s important that you demonstrate your awareness and interest in course evaluations by sharing information with students about course evaluation timelines. Make in-class announcements, post announcements or messages on Quercus, etc., to communicate that you are aware of the course evaluation process for the course.
Educate your students on how course evaluations are used
- Students are often unaware that instructors review this feedback, so this is an ideal opportunity to tell your students how you use their feedback to enhance your course each year.
- In 2008, CTSI ran a series of focus groups with students and found that a majority of students were unaware of the ways in which evaluations were used. Knowing that collected data are read by instructors and academic administrators for the purposes of course and teaching enhancement, curriculum design, annual faculty performance reviews, tenure, promotion and teaching awards, can alter how they approach course evaluations. Many students indicated that they wished they’d been informed of this by their instructors.
Build time into your class for students to complete their evaluations
You may wish to provide dedicated time during a lecture for students to complete their evaluations.
Try to schedule the in-class evaluation period during the start of class for students to fill out their evaluations on their mobile devices or laptops (avoid the end of class as students may hastily fill in their evaluation to leave).
Keep in mind that not all students will have access to these devices and data collected by CTSI on students’ attitudes demonstrates that many prefer to complete their evaluations outside of class when they have more time to carefully reflect on their experience in the course.
Talk about student feedback throughout the year
Remember: Whenever you make changes to your course, be sure to inform your students of these changes. This demonstrates that you value student feedback and that you incorporate it into your teaching practice – in other words, you act on their feedback. By demonstrating how you respond to their efforts to provide feedback, you build a dialogue that highlights both yours and the students’ roles in their learning experiences.
Consider administering a mid-course evaluation
This strategy also helps to demonstrate that you are engaged in an informed and adaptable teaching practice that encourages student feedback throughout the course.
In-class time
Preparation
In Class Evaluation Prompts (pptx)
- Determine your Division’s course evaluation period.
- Choose a date to provide in-class time for course evaluations.
- Make an announcement that you will be providing time in class to fill out course evaluations:
- Make the announcement at least 1-week prior.
- Remind your students via email/Quercus/etc.
- Tell your students why you want to hear from them. This is shown to significantly affect response rates. You may want to provide students with the current response rate as well.
Explain the important role course evaluations play in your teaching practice.- Share specifically how you have used course evaluations to enhance your teaching.
- Describe something you would like particular feedback on such as a new assignment and/or teaching approach.
On the day
- Try to schedule the in-class evaluation period during the start of class (avoid the end of class as students may hastily fill in their evaluation to leave).
- Set a time limit. We recommend at least 10 minutes. Notify your students that you will leave the room.
- Designate a student volunteer who will track the time, notify the class when the time is up, and, if required, notify you when the time is done.
- When you come back in, thank your students for taking the time to provide feedback.
- Show your students the updated response rate for the class.
As an instructor, you receive a link via email to view your response rates in real-time. This link is sent to you on the first day of the evaluation period.
Access reports
Instructors and Administrators with report access can access past reports on the Instructors and Administrators section of the Course Evals page on Quercus.
Administrative report access is determined by the division, governed by divisional guidelines for course evaluations. Please contact the academic leadership of your unit or Registrar for further detail.
Note: reports are only generated if two or more responses from students are received.
Navigate the report layout
As of Winter 2025, CTSI is pleased to introduce a new format for course evaluation reports for University of Toronto instructors and academic administrators. This new report format was designed to enhance clarity, usability, and accessibility. The redesign was based on extensive consultation with instructors and academic administrators and includes updated interpretation guidelines. A short video overview is also available.
Interpretation guidance
Course evaluations are not the only source of information about students’ learning experiences in their course(s), but they can provide instructors with a wealth of data about specific course aspects that have been deemed important for assessment by the institution, division, and department. As well as any course-specific items you may have chosen to add from the instructor item bank for formative information (remember these are only included on your report(s), they are not included in the administrative report that goes to your department).
A detailed step-by-step guide for report interpretation, updated in 2024, is provided. And for further assistance with interpretation or for synthesis into teaching dossiers, please request a consultation.
How do we know the CCEF tool is working as intended?
As part of ongoing monitoring and analysis of course evaluations, the University has to date conducted two validation studies that examine the CCEF’s effectiveness. In 2018, the Centre for Teaching Support & Innovation conducted a Validation Study to assess the reliability and validity of the Institutional Composite Mean (ICM) used in the CCEF framework. The study analyzed 277,498 surveys from courses in four major undergraduate divisions, confirming the ICM’s reliability and validity as a key metric in capturing students’ experiences in U of T courses.
The 2025 Renewed Validation Study expands the scope to include data from 15 Faculties/schools (over the five years (2018/19-2022/23), encompassing 967,817 completed surveys. The 2025 Renewed Validation Study provides evidence supporting the use of CCEF as a tool for understanding student individualized learning experiences in courses at the University of Toronto. The findings from this study offer a basis for ongoing assessment and further analysis to enhance the application of the CCEF in the context of the University of Toronto.
How to integrate feedback and support your development as an educator
An essential element of your teaching dossier is the compilation and presentation of evidence that demonstrates that your approaches to teaching contribute to student learning or that students are meeting the goals that you set for their learning and the expectations for teaching set by your department, faculty, or discipline. This evidence can come from colleagues or students (e.g., mid-course feedback, references, examples of students’ work and success). To learn more about how to include course evaluation summaries and contextualizing narratives in your teaching dossier, please visit the teaching dossier webpage.
Resources
Contacts
For all general course evaluation questions, please contact: course.evaluations@utoronto.ca
For in-depth consultations (For Instructors and Administrators): book a consultation