Gathering Formative Feedback with Mid-Course Evaluations

Mid-course evaluations provide instructors with an opportunity to gather feedback from students about their learning experiences while a course is still underway. These evaluations are generally informal and formative, using open-ended questions, brief surveys, or other feedback activities to explore what is supporting student learning, where students are experiencing challenges, and what adjustments may be helpful.

Unlike end-of-term course evaluations, which typically gather feedback after a course has concluded, mid-course evaluations allow instructors to respond to student experiences during the course. They also create opportunities for dialogue about course expectations, learning activities, and the shared responsibilities of instructors and students in supporting learning.

Mid-course evaluations can help instructors:

Identify aspects of the course that are supporting student learning and engagement.
Better understand challenges students may be experiencing with course materials, activities, assessments, or expectations.
Make informed adjustments while the course is underway.
Communicate the purpose of instructional decisions and reinforce course learning outcomes.
Reflect on their teaching practices and identify opportunities for ongoing development.

Mid-course evaluations can also help students prepare to provide thoughtful feedback in end-of-term course evaluations. By discussing the purpose of feedback, modelling constructive responses, and demonstrating how feedback informs teaching decisions, instructors can help students understand the value of participating in course evaluation processes.

Mid-course feedback is intended primarily for teaching improvement rather than formal evaluation of teaching effectiveness. It provides valuable insight into students’ experiences of learning, but should be interpreted in context and considered alongside other sources of information about teaching and learning.

Planning Your Mid-Course Evaluation

Before gathering feedback, consider what you want to learn about your course and how you intend to use the information. Establishing clear goals can help you select an appropriate feedback method, develop purposeful questions, and interpret the responses you receive.

For example, you might want to understand how students are responding to a newly designed assignment, whether course activities are supporting particular learning outcomes, or what barriers students are encountering in accessing or engaging with course materials.

Choosing a Feedback Method

Mid-course evaluations can range from brief, informal activities to more structured questionnaires. Three common approaches include:

One-Minute Papers

Invite students to respond briefly to one or two questions about their learning experiences. For example, students might identify a concept they are finding difficult, an activity that supported their understanding, or an aspect of the course they would like clarified.

This approach is useful for gathering focused feedback quickly and can be incorporated into a regular class session.

Start–Stop–Continue–Change

Ask students to identify:

Start: Something that could be introduced to better support their learning.
Stop: Something that is not contributing to learning and could be discontinued.
Continue: Something that is working well and should be maintained.
Change: Something valuable that could be modified to better support learning.

This approach provides a simple structure for identifying strengths and opportunities for improvement. The Change prompt allows students to suggest modifications to activities or practices they find worthwhile, rather than categorizing them as something to stop or continue unchanged.

Structured Evaluations with Course-Specific Questions

Develop a short questionnaire with questions tailored to particular aspects of the course, such as assignments, learning activities, communication, or assessment practices.

For example, an instructor introducing a new group assignment might ask students which aspects of the activity are supporting collaboration and where additional guidance would be helpful.

Structured, course-specific evaluations can generate particularly useful feedback because they focus students’ attention on experiences or practices that instructors can examine and potentially adjust.

Deciding When to Gather Feedback

Mid-course evaluations are typically conducted near the midpoint of a course, although the most appropriate timing depends on the course structure and your goals.

Gather feedback after students have experienced enough of the course to provide informed responses, but early enough that adjustments can still be made.

The following factors can help determine when to gather feedback:

Allowing students to experience representative course activities and assessments before requesting feedback.
Avoiding periods when students are completing major tests or assignments.
Providing sufficient time to complete the evaluation thoughtfully.
Considering other surveys or feedback requests students may be receiving to avoid unnecessary survey fatigue.

Feedback may also be gathered earlier when instructors are introducing a new teaching approach or identifying emerging challenges that would benefit from timely attention.

Developing Effective Evaluation Questions

Effective mid-course evaluation questions are purposeful, specific, and connected to your goals for gathering feedback.

Rather than asking only whether students like a course activity, consider asking how it contributes to their learning, what challenges they encounter, or what additional support might help them succeed.

Questions should encourage students to describe their experiences and provide constructive feedback that instructors can interpret and act upon.

Identifying Topics for Questions

Mid-course evaluations can explore several aspects of teaching and learning. The following examples can be adapted to your course context.

Student Learning Activities and Engagement

Which course activities have been most helpful for your learning so far? What makes them helpful?
Which topics or concepts have you found most challenging, and what has made them difficult?
How do you typically prepare for class, and what supports would help you engage with course materials?

Course Expectations and Learning Outcomes

How clearly do you understand the learning goals and expectations for this course?
Are there aspects of the course expectations or assessment requirements that would benefit from further clarification?
What important ideas or skills have you developed through the course so far?

Instructional Practices and Learning Environment

What aspects of the course structure or teaching approaches help you understand the material?
How comfortable do you feel asking questions or contributing to course discussions? What could help support your participation?
Are there aspects of the learning environment that make participation or engagement more challenging?

Assignments, Assessments, and Feedback

How have the assignments or assessments helped you work toward the course learning outcomes?
What aspects of the feedback you have received have been most useful for improving your work?
What additional guidance would help you prepare for upcoming assessments?

Course Materials and Accessibility

How accessible and usable are the course materials and learning activities?
Are there barriers that make it difficult to access course content or participate in learning activities?
What changes or additional options might better support your engagement with the course?

These questions are examples rather than a prescribed questionnaire. Select and adapt questions that align with your goals and teaching context.

Designing a Manageable Evaluation

A short evaluation with two or three focused questions may provide more actionable feedback than a lengthy questionnaire.

When developing your questions:

Use clear, direct language and avoid combining multiple issues into one question.
Ask about specific activities, experiences, or learning processes.
Include opportunities for students to identify what is working well as well as what could be improved.
Avoid leading questions that suggest a preferred response.
Consider whether quantitative questions would help contextualize written feedback.
Ask only for information that is necessary to meet your evaluation goals.

Questions should be designed to help instructors understand student experiences rather than asking students to make judgments about an instructor’s overall teaching competence.

Gathering Feedback from Students

How an evaluation is introduced and administered can influence the quality and usefulness of the feedback received. Students are more likely to provide thoughtful responses when they understand the purpose of the activity, how their feedback will be used, and how their privacy will be protected.

Creating Conditions for Constructive Feedback

Before conducting a mid-course evaluation, explain why you are gathering feedback and what students can expect afterward.

The following approaches can help students provide constructive and meaningful feedback:

Communicate the purpose. Explain that the evaluation is intended to support teaching and learning during the course, rather than assess individual students.
Clarify how feedback will be used. Describe how responses will be reviewed and how they may inform decisions about course activities or instructional approaches.
Model constructive feedback. Demonstrate how specific, example-based comments are more useful than general statements. Encourage students to describe their experiences and explain how particular course elements affect their learning.
Welcome different perspectives. Encourage students to identify both strengths and challenges, recognizing that students may experience the same course activity differently.
Provide sufficient time. Allow students time to reflect and respond thoughtfully, rather than treating the evaluation as an activity to complete quickly.
Protect student privacy. Explain whether responses are anonymous or confidential, who will have access to them, and how they will be used.

For example, a comment such as “The assignments are confusing” identifies a concern but provides limited information for action. A more constructive response might explain which instructions are unclear and what additional information would help the student complete the assignment.

Selecting a Method for Collecting Feedback

Mid-course feedback can be collected using paper questionnaires, online surveys, or other structured activities.

In-class feedback: Dedicating class time to an evaluation may encourage participation and communicate that student feedback is valued. Consider providing questions in advance and allowing students sufficient time to respond.
Out-of-class feedback: Allowing students to complete an evaluation outside class can provide more time for reflection and detailed responses. Clear instructions, an appropriate completion window, and reminders can support participation.
Online feedback: Digital surveys can simplify collection and analysis, particularly in larger classes. Use University-supported tools appropriate for collecting student feedback, and consider accessibility, privacy, and data-handling requirements when selecting a platform.

Accessibility, Privacy, and Anonymity

Provide an accessible way for students to participate in the feedback process. Use clear instructions, accessible question formats, and appropriate alternatives where needed.

Where anonymous feedback is intended, ensure the collection method supports anonymity and avoid requesting identifying information unnecessarily. In small classes, instructors should recognize that particular comments or contextual details may still make students identifiable.

Be transparent about how responses will be collected, accessed, and used. Distinguish between anonymous feedback, where responses cannot be linked to identifiable students, and confidential feedback, where identifying information may be known but access is restricted. Avoid promising anonymity when the collection method cannot ensure it.

For guidance on University-supported survey tools and applicable privacy requirements, consult your divisional educational technology support team or CTSI.

Students should be able to provide feedback without concern that their responses will affect their grades or standing in the course.

Interpreting Student Feedback

Once feedback has been collected, take time to review the responses systematically rather than reacting to individual comments.

Student feedback can provide valuable insight into learning experiences, but responses may vary considerably. Students may identify different strengths, challenges, or preferences, and not all suggestions will align with the course’s learning outcomes or pedagogical priorities.

The goal is to identify meaningful patterns, understand possible reasons for students’ experiences, and determine what the feedback suggests about teaching and learning.

Organizing and Identifying Themes

Begin by reviewing the responses as a whole. Consider:

What common themes or concerns emerge?
Which course activities or practices are identified as particularly helpful?
Are there recurring barriers or areas of confusion?
Do responses reveal different experiences among students?
Are there comments that require further clarification or investigation?

You may find it helpful to organize responses by evaluation question or by emerging themes, such as course organization, assessment instructions, participation, or workload.

For each theme, summarize the feedback, note relevant examples, and identify possible implications for teaching and learning.

Interpreting Feedback in Context

Feedback should be considered in relation to course goals, learning activities, disciplinary expectations, and the experiences of students.

For example, if students report difficulty with an assignment, consider whether the concern relates to unclear instructions, unfamiliar disciplinary conventions, the level of challenge, or the time available to complete the work.

Avoid assuming that one explanation applies to all students. Differences in prior learning experiences, access to resources, and familiarity with disciplinary expectations may shape how students experience a course.

Student feedback is one source of information about teaching and learning. Where appropriate, consider it alongside student work, assessment results, your own observations, or feedback from colleagues.

Moving from Feedback to Reflection

As you interpret the responses, consider:

What have I learned about students’ experiences in this course?
Which findings confirm or challenge my assumptions?
What additional information might help me understand a concern?
Which aspects of my teaching or course design might benefit from adjustment?
What practices should I maintain because they are supporting student learning?

These questions can help you move from collecting feedback to making informed decisions about your teaching.

Responding to Feedback and Closing the Loop

One of the most valuable aspects of mid-course evaluations is the opportunity to discuss the results with students while the course is still underway.

Closing the feedback loop means communicating what you learned from students’ responses, explaining how you have interpreted the feedback, and identifying what actions you will take or why certain practices will remain unchanged.

This demonstrates that student feedback has been considered and reinforces the role of dialogue in supporting teaching and learning.

Discussing Results with Students

After reviewing the responses, share a concise summary of the main themes with the class. The following steps can help you communicate and respond to student feedback:

Acknowledge the feedback. Thank students for their contributions and identify common themes, including aspects of the course that are working well.
Explain what you learned. Share how you interpreted the feedback in relation to the course’s learning outcomes and teaching goals.
Identify possible adjustments. Describe changes that can reasonably be made during the course, such as clarifying assignment instructions, providing additional examples, or adjusting learning activities.
Explain what will remain unchanged. When particular suggestions cannot be implemented, explain the pedagogical, curricular, or practical reasons.
Invite clarification. Where appropriate, create opportunities for students to discuss common concerns or provide additional context without identifying individual respondents.

Focus these conversations on course activities, learning experiences, and instructional decisions rather than individual students or comments.

How instructors respond to mid-course feedback can also model constructive engagement with feedback for students. By acknowledging comments, explaining decisions, and demonstrating how feedback informs reflection and improvement, instructors reinforce practices that students can apply when receiving feedback on their own work.

Making Informed Adjustments

Not every suggestion requires a change. Consider whether proposed adjustments support course learning outcomes, are feasible within the remaining time, and are equitable for students.

Small changes may be possible during the current course, while more substantial revisions may be better suited to a future offering.

For example, feedback may suggest that students would benefit from additional examples before completing an assignment. Providing a sample response or reviewing assessment criteria may address the concern without changing the assessment itself.

Avoid making significant changes to established assessment requirements, grading schemes, or deadlines without considering their implications for fairness, accessibility, and institutional requirements.

Following Up on Changes

When adjustments are made, consider checking whether they have addressed the concerns identified.

This might involve a brief class discussion, an informal check-in, or reflection on student participation and learning.

Following up can help instructors understand the effects of their decisions and demonstrate that feedback is part of an ongoing conversation rather than a one-time exercise.

Gathering Mid-Course Feedback about Teaching Assistants

Mid-course evaluations can also provide teaching assistants (TAs) with formative feedback on their teaching practices and interactions with students. This feedback can help TAs recognize strengths, identify challenges, and reflect on opportunities for professional growth.

When gathering feedback about TAs, focus on aspects of teaching and learning over which they have direct responsibility or influence. Depending on their roles, these may include facilitating tutorials or labs, explaining course concepts, supporting student participation, providing feedback on assignments, or communicating with students.

Planning Feedback for TAs

Instructors can support TAs in gathering and interpreting mid-course feedback by:

Identifying relevant areas for feedback. Focus questions on teaching practices and responsibilities within the TA’s role, rather than course policies, assignment design, or other decisions outside their control.
Selecting an appropriate approach. TAs who lead tutorials or labs may gather feedback directly from students in their sections. Alternatively, instructors may include questions about TA-supported learning activities in a broader mid-course evaluation.
Supporting reflection and dialogue. Offer opportunities for TAs to discuss feedback, identify strengths and areas for development, and consider possible adjustments to their teaching.
Respecting the formative purpose of feedback. Clarify how responses will be used and whether TAs may keep their individual feedback private.

For TAs whose responsibilities primarily involve grading, instructors may gather feedback about the clarity, usefulness, and timeliness of assessment feedback. However, anonymous responses may not allow instructors to identify the practices of individual graders.

Example Questions for Gathering Feedback about TAs

The following questions can be adapted to the TA’s teaching responsibilities:

Which aspects of your tutorials or labs have been most helpful for your learning?
How effectively do tutorial or lab activities help you understand and apply course concepts?
What aspects of the explanations or guidance provided during tutorials or labs would benefit from clarification?
How has the feedback you receive on assignments helped you understand your progress and identify areas for improvement?
What changes to tutorial or lab activities might better support your learning?

Mid-course feedback can provide a valuable opportunity for TAs to develop their teaching practice, particularly when accompanied by supportive discussion and reflection.

Using Feedback for Ongoing Teaching Development

Mid-course evaluations can contribute to ongoing reflection and professional growth, even when no immediate changes are made.

Documenting the following information can support ongoing reflection and teaching development:

The goals of the evaluation and the questions asked.
Key themes or findings from student feedback.
Your interpretation of the responses.
Changes made during the course or planned for future offerings.
Reflections on the outcomes of those changes and questions for further exploration.

Over time, these records can help you recognize patterns in your teaching, identify areas for development, and document how your practices have evolved.

Connecting Feedback with Other Approaches to Teaching Development

Student feedback can be considered alongside other sources of information, including peer observation, assessment results, and reflective teaching records.

For example, a concern raised through mid-course feedback might provide a useful focus for a formative teaching observation or a discussion with a trusted colleague or educational developer.

CTSI’s Teaching Observation Guide offers in-depth guidance on formative observation, reflective dialogue, and identifying opportunities for teaching development.

Instructors may also benefit from discussing feedback and teaching development goals with colleagues or mentors. CTSI’s Peer-to-Peer (P2P) Faculty Mentoring for Teaching program provides opportunities for collegial dialogue and reflection on teaching practice.

Mid-course feedback may also contribute to a teaching dossier by demonstrating how instructors gather, interpret, and respond to information about students’ learning experiences.

For guidance on incorporating student feedback into an evidence-informed account of teaching, consult Section 2.4 Evidence of Teaching Effectiveness in CTSI’s Teaching Dossier Guide.

Support and Additional Resources

CTSI and teaching and learning centres across U of T offer consultations and resources to support instructors in gathering, interpreting, and responding to student feedback.

CTSI Teaching Consultations: Support for developing mid-course evaluation questions, interpreting feedback, and identifying appropriate teaching strategies.
Gathering Formative Feedback with Mid-Course Evaluations: A Guide for Faculty (2017) (PDF): CTSI’s earlier guide, offering additional evaluation questions, approaches to interpreting feedback, and worksheets. Some institutional and technology references may no longer reflect current University practices.
Teaching Dossier Guide: Section 2.4 provides guidance on interpreting student feedback and documenting evidence of teaching effectiveness.
Teaching Observation Guide: In-depth guidance on formative teaching observation, reflective dialogue, and ongoing teaching development.
Peer-to-Peer (P2P) Faculty Mentoring for Teaching: Opportunities for collegial dialogue, reflection, and ongoing teaching development.
Teaching Assistants’ Training Program (TATP): Professional learning opportunities and resources to support TAs in developing their teaching practices.
Divisional Teaching and Learning Support: Additional consultations and resources available through campus and divisional teaching and learning centres.