One of the easiest ways to support student learning, enhance your teaching, and even stress a little less about how class is going is to ask your students. 

It is valuable to ask for students’ feedback about their course and learning experience at any point, but waiting until the end of the semester means that instructors can’t use the feedback to improve the course experience for those students (Golding & Adam, 2016). On the other hand, mid-semester feedback allows the instructor to examine potential areas for improvement in their teaching and to foster positive changes in the course experience. Mid-semester feedback nurtures reciprocal communication between instructors and students (Diamond, 2004), is timely enough for instructors to be able to act on it (Grimrad, 2018), and – when used well – can improve ratings on end-of-semester evaluations (McGowan & Osguthorpe, 2011). 

By collecting midterm feedback, instructors can identify small and "sustained" (Taylor et al., 2020) changes that they and their students can make to improve the course and the student learning experience. Small adjustments can make significant differences to students—especially if they believe they have participated in making the course better.

The process of reflecting on and providing mid-semester feedback “prompts students to reflect on their learning in the subject and to consider how their own behaviors in the class are impacting the learning process. This metacognition is crucial for students’ growth as learners” (MIT Teaching + Learning Lab, n.d.).

Taylor et al. (2020) propose some principles for good practice in midterm student feedback, such as encouraging active learning, discussing feedback promptly, and conversing with Center for Teaching staff who use their pedagogical expertise to help you plan a procedure for collecting midterm student feedback. This collaborative process includes not only how and what to ask students, but also using the student feedback to identify strategies and changes for the remainder of the semester. 

Depending on your goals and the type of course, you can also invite us to collect student midterm feedback for your use and discuss it with you in a confidential consultation. 

Collecting Midterm Feedback

The Using Midterm Feedback resource discusses a midterm feedback process that instructors can develop in collaboration with the Center for Teaching staff. You can also read more about using student feedback in the Center’s Handbook for Teaching. 

We encourage you to contact Center for Teaching to explore how we can help.

Citations

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

Golding, C., & Adam, L. (2016). Evaluate to improve: useful approaches to student evaluation. Assessment and Evaluation in Higher Education, 41(1), 1–14. https://doi.org/10.1080/02602938.2014.976810 

Grimard, C. M. (2018). Modeling learning through experience: using student feedback teams to continuously improve teaching. Developments in Business Simulation and Experiential Learning, 45, 199–205. 

McGowan, W. R., & Osguthorpe, R. T. (2011). 12: Student And Faculty Perceptions of Effects of Midcourse Evaluation. To improve the academy, 29(1), 160-172.

MIT Teaching + Learning Lab. (n.d.). The Value of Collecting Mid-Semester Formative Feedback. MIT Teaching + Learning Lab. https://tll.mit.edu/mid-semester-feedback-value/ 

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