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    Examples of Feedback Questionnaires

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    navdin
    The document provides examples of questionnaires that teachers can use to gather feedback from students on their teaching. The first part includes questions for teachers to self-reflect on their teaching strategies and goals. The second part is a midsemester student feedback questionnaire that asks students to rate the pace of the course, the teacher's use of classroom materials, their encouragement of participation, and the effectiveness of tests and assignments. The third part is a more comprehensive student perceptions questionnaire that gauges student learning and engagement as well as teacher effectiveness, rapport, structure, feedback and difficulty of the course.

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    Examples of Feedback Questionnaires

    Uploaded by

    navdin
    129 views5 pages
    The document provides examples of questionnaires that teachers can use to gather feedback from students on their teaching. The first part includes questions for teachers to self-reflect on their teaching strategies and goals. The second part is a midsemester student feedback questionnaire that asks students to rate the pace of the course, the teacher's use of classroom materials, their encouragement of participation, and the effectiveness of tests and assignments. The third part is a more comprehensive student perceptions questionnaire that gauges student learning and engagement as well as teacher effectiveness, rapport, structure, feedback and difficulty of the course.

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    The document provides examples of questionnaires that teachers can use to gather feedback from students on their teaching. The first part includes questions for teachers to self-reflect on their teaching strategies and goals. The second part is a midsemester student feedback questionnaire that asks students to rate the pace of the course, the teacher's use of classroom materials, their encouragement of participation, and the effectiveness of tests and assignments. The third part is a more comprehensive student perceptions questionnaire that gauges student learning and engagement as well as teacher effectiveness, rapport, structure, feedback and difficulty of the course.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    129 views5 pages

    Examples of Feedback Questionnaires

    Uploaded by

    navdin
    The document provides examples of questionnaires that teachers can use to gather feedback from students on their teaching. The first part includes questions for teachers to self-reflect on their teaching strategies and goals. The second part is a midsemester student feedback questionnaire that asks students to rate the pace of the course, the teacher's use of classroom materials, their encouragement of participation, and the effectiveness of tests and assignments. The third part is a more comprehensive student perceptions questionnaire that gauges student learning and engagement as well as teacher effectiveness, rapport, structure, feedback and difficulty of the course.

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    Examples of Teacher-Designed/Scored Feedback Questionnaires

    A Guided Self-Analysis for Beginning Instructors


    Teaching is a complex process that rests in large part on the quality of the exchanges between
    students and teacher. As is true of any complex skill, becoming a good teacher requires both
    careful self-analysis and feedback from others. Getting feedback from your students is a good
    way to develop better teaching skills. However, before asking your students for feedback about
    your teaching, it will be helpful if you first take a few minutes to analyze, or reassess your goals
    and teaching strategies by asking yourself questions such as the following:
    1. How did I decide on the pace of this course, and have I modified the pace at all thus far?
    2. When I use the chalkboard, do I:
    ___make an effort to write clearly, carefully, and slowly?
    ___repeat aloud what I have written on the board?
    ___generally cover the board from left to right?
    ___erase only after students have had sufficient time to read and copy?
    Are the problem solutions that I put on the board or overhead sufficiently complete that I
    would give them full credit if they occurred on a student's exam?
    3. What kinds of classroom interaction with students do I want to encourage, and why?
    When a student asks a question that I do not understand or seems dissatisfied with my
    initial response, how do I follow up?
    4. What efforts am I making to help my students understand how to use their textbook and
    other course materials most effectively?
    5. How do I select exam questions, homework problems, and/or other assignments?
    Do I try out my questions on colleagues before making out the exam and work problems
    before assigning them?

    Midsemester Student Feedback Questionnaire


    Instruction is most effective when there is a good fit between student and teacher. Creating a
    good fit requires feedback-both from teacher to student and from student to teacher. This
    questionnaire has been designed to help me learn about those aspects of my teaching that have
    been the most and the least useful to you thus far. Most of the questions are fairly open-ended, so
    please be as descriptive and constructive as possible. Feel free to use the back of this sheet if you
    need more space. Thank you.
    1. The pace of this course is (check one): ___too slow ___too fast ___about right
    If you checked either "too fast" or "too slow," what would you like to see changed?
    Schreyer Institute for Teaching Excellence Penn State 301 Rider Building University Park, PA 16802
    www.schreyerinstitute.psu.edu
    2007

    2. How effective do you find my use of the chalkboard, overhead projector, and other classroom
    equipment? (Any tips would be appreciated.)
    3. Do you generally feel encouraged to ask questions/contribute comments in class?
    ___Yes ___No
    If so, what has encouraged you the most? If not, what could I do to make it easier for you
    to participate in classroom interactions?
    4. How are you using the textbook and other course materials? (Please be specific.)
    5. Please comment on tests and assignments. In what ways is the feedback you receive on these
    helping or hindering your accomplishment of course objectives?

    Student Perceptions of Learning and Teaching


    W. J. McKeachie, The University of Michigan
    (From: W. J. McKeachie, Teaching Tips, 9th Ed., 1994. Teachers are welcome to use this form
    or items from it without requesting permission from the author.)
    The items on this questionnaire ask you to comment on various aspects of your course. The
    questionnaire has eight brief parts. The first part is intended to assess your perception of your
    own learning; the second part is your perception of characteristics related to instructor
    effectiveness. Other parts are not evaluative, but are intended to assess aspects of teacher style.
    They ask for a description, not evaluation. For example, either a high or low degree of structure
    may be effective.
    Thank you for taking the time to fill this form out thoughtfully. Your answers and comments will
    help your teacher improve the course.
    Date: _________________________
    Your Class Standing (Circle): FR SOPH JR SR GRAD
    Course: _________________________
    Instructor: _________________________
    Your GPA in all courses at this college:
    3.5-4.0____ 3.0-3.4____ 2.5-2.9____ 2.0-2.4____0-1.9____
    Sex: Male Female
    Use the following scale:
    1 - almost never or almost nothing
    2 - seldom or little
    3 - occasionally or moderate
    4 - often or much
    5 - very often
    6 - almost always, a great deal
    If not applicable, leave blank

    Schreyer Institute for Teaching Excellence Penn State 301 Rider Building University Park, PA 16802
    www.schreyerinstitute.psu.edu
    2007

    Impact on Students
    1. My intellectual curiosity has been stimulated by this course.
    Comments:
    2. I am learning how to think more clearly about the area of this course.
    Comments:
    Student Information Processing
    3. My mind wandered a good deal during class.
    Comments:
    4. The instructor introduced new concepts so fast that I could not grasp them.
    Comments:
    5. I tried to relate the course material to other things I know.
    Comments:
    6. The course is increasing my interest in learning more about this area.
    Comments:
    Instructor Effectiveness
    7. The instructor is enthusiastic.
    Comments:
    8. The instructor gives good examples of the concepts.
    Comments:
    9. 9. The instructor goes into too much detail.
    Comments:
    10. The instructor is helpful when students are confused.
    Comments:
    11. The instructor seems knowledgeable in many areas.
    Comments:
    Rapport
    12. The instructor knows students' names.
    Comments:
    13. The instructor is friendly.
    Comments:
    Group Interaction
    14. Students volunteer their own opinions.
    Comments:
    15. Students discuss one another's ideas.
    Comments:
    16. Students feel free to disagree with the instructor.
    Comments:
    Difficulty
    17. The instructor makes difficult assignments.
    Comments:
    18. The instructor asks for a great deal of work.
    Comments:
    Schreyer Institute for Teaching Excellence Penn State 301 Rider Building University Park, PA 16802
    www.schreyerinstitute.psu.edu
    2007

    Structure
    19. The instructor plans class activities in detail.
    Comments:
    20. The instructor follows an outline closely.
    Comments:
    Feedback
    21. The instructor keeps students informed of their progress.
    Comments:
    22. The instructor tells students when they have done a particularly good job.
    Comments:
    23. 23. Tests and papers are graded and returned promptly.
    Comments:
    Notice!!! This Scale is Different!!!
    Student Responsibility
    1 - definitely false
    2 - more false than true
    3 - in between
    4 - more true than false
    5 - definitely true
    If not applicable, leave blank
    24. I had a strong desire to take this course.
    Comments:
    25. I actively participate in class discussions.
    Comments:
    26. I try to make a tie-in between what I am learning through the course and my own
    experience.
    Comments:
    27. I attend class regularly.
    Comments:
    28. I utilize all the learning opportunities provided in the course.
    Comments:
    29. I have created learning experiences for myself in connection with the course.
    Comments:
    30. I have helped classmates learn.
    Comments:

    Schreyer Institute for Teaching Excellence Penn State 301 Rider Building University Park, PA 16802
    www.schreyerinstitute.psu.edu
    2007

    Overall Evaluation
    Indicate your evaluation of characteristics below, using numbers based on the following
    scale:
    1 - Poor
    2 - Fair
    3 - Good
    4 - Very Good
    5 - Excellent
    31. Rate the instructor's general teaching effectiveness for you.
    Comments:
    32. Rate the value of the course as a whole to you.
    Comments:
    Added Comments Below

    Schreyer Institute for Teaching Excellence Penn State 301 Rider Building University Park, PA 16802
    www.schreyerinstitute.psu.edu
    2007

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