Mid-quarter feedback:

• gives the instructor(s) a better understanding of what is helping and hindering student learning. This is especially important when teaching in a new context, like remote instruction
• provides immediately actionable feedback
• models reflective practice and demonstrates that you value student feedback and your commitment to student learning and success
• builds trust
• can also be used to get students to reflect on where they might need to improve their approach to the course in order to succeed
• can help you avoid surprises in SETS at the end of the term
• can lead to higher ratings and response rates on end-of-term SETS if students have learned at mid-quarter that you will actually use their feedback to change something about your teaching

1. Things to Consider
   • A good time to collect feedback is early enough to make necessary adjustments, but after you and your students have enough experience in the class to provide substantive feedback.
   • For large classes, stick to 3–4 questions so you can adequately process the feedback.
   • If your class has Teaching Assistants, encourage them to collect mid-quarter feedback in coordination with when you are requesting feedback. Ideally, students should give feedback separately to the primary instructor or to the Teaching Assistant, rather than using a single form.
   • Tailor the questions to answer the questions you have about what is working and what could be improved in your course.
     • Make sure to ask at least one question that prompts students to reflect on what they themselves are doing to support their learning in the course.
2. Create a feedback form
   • Use the UCSC Mid-quarter Questionnaire Template for the remote class (see below for details). You can customize the form as needed.
   • Create your own form using a platform that you’re comfortable with (in addition to Google forms, consider other tools that UCSC has access to, such as Canvas (quizzes) and Qualtrics.
   • Keep the form anonymous to encourage more candid feedback.
   • Keep it short (it should take about 5–7 minutes to complete).
3. Discuss the purpose and process with your students
   • Explain to students why you are engaging in the process.
   • Provide an overview of the process, including when it will take place, how you plan to use the feedback, and when you will share the results with the class.
4. Administer the survey
   • Out of class: Message the students when the survey is available and provide a deadline for completing the survey.
   • In class: Conduct the survey at the start of class to avoid an over-emphasis on evaluating that day’s class session.
   • Be sure to thank the students for participating and remind them about when you will share the insights and actions with them.
5. Analyze the Results
   • Reflect on your teaching in light of the student feedback and identify realistic adjustments you can make.
   • Summarize the feedback in a way that you can share with your students.
6. Respond to feedback
   • Share a synthesis of the feedback with the students and let them know how you plan to respond. Be ready to explain the rationale for your response to their feedback. This may be a good opportunity to clarify why you use certain teaching strategies to support their learning and their role in their own learning.
   • Use this opportunity to highlight what is working.
   • Talk with your students about adjustments they can make as learners in the class.

To access the template:

1. Go to the Google Forms homepage.
2. Click on the template gallery location on the top right-hand side of the page.
3. You will find multiple forms titled “mid-quarter feedback questionnaire”.
4. Select the one you’d like and it will automatically populate to your Google Drive.
5. If you have further questions about how to draft a mid-quarter questionnaire, contact tlc@ucsc.edu.