A course evaluation form asks students to rate the parts of a course they experienced, such as goals, assignments, pace, and workload, then leaves room for specific comments. Use the same scale and wording every term so results can be compared, and keep the questions about the course rather than personal traits. Close the form before final grades are posted, so a grade a student has just received is less likely to shape the answers.
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Tests whether the goals reached students before the first assignment. A weak result points to the syllabus or the opening weeks, which you can change before the next offering.
Separates an assessment problem from a teaching problem. If teaching scores well and this question does not, review the assessments first.
A balance question shows which direction to adjust. An agreement score on its own does not say whether to speed up or slow down.
Protects practices that work from being removed by accident when the team reacts to criticism.
One change per answer produces a list you can sort and assign. A general complaint is hard to act on.
| Field | Type | Required | Why you ask it |
|---|---|---|---|
Course and sectionUse the course code your registrar uses. For example: ENG 110, section 3 | Short text | Required | Keeps each offering separate, so one section's results are not averaged into another's. |
TermFallWinterSpringSummer | Dropdown | Required | Lets you compare the same course across terms, which a single set of responses cannot show. |
RatingsAnswer each statement about this course as it ran this term. | Section header | Marks where the rating scales start, so the comment boxes that follow read as optional additions. | |
The learning goals were clearStrongly disagreeDisagreeNeutralAgreeStrongly agree | Single choice | Required | Matches the first question in the bank, so the same result can be compared from term to term. |
The assignments matched what we coveredStrongly disagreeDisagreeNeutralAgreeStrongly agree | Single choice | Required | Separates assessment problems from teaching problems in the results. |
The workload was reasonable for this courseStrongly disagreeDisagreeNeutralAgreeStrongly agree | Single choice | Optional | Shows whether expectations need adjusting before the next offering. |
PaceToo slowAbout rightToo fast | Single choice | Optional | Shows which direction to adjust. An agreement score alone does not say that. |
Overall rating of the courseRate the course as a whole, not only the instructor. | Rating | Required | A single summary measure to track next to the agreement questions across terms. |
What should stay the sameFor example: the weekly lab questions | Long text | Optional | Keeps practices that work from being removed by accident during a redesign. |
One change that would most improve the courseName one change. One specific suggestion is more useful than a list of complaints. | Long text | Optional | Gives the course team a concrete suggestion they can sort, assign, and check next term. |
Estimate based on question types; actual completion time varies.
Show how many students answered each question, not only an average. Optional questions get fewer answers, and a small section can move an average a lot. Say when a result is based on too few responses to report.
Trend lines only mean something when the wording, the scale, and the order of the choices stay the same. If you change a question, start a new line for it rather than comparing it with the old one.
Start with the question that scored lowest and read the comments written in response to the course as a whole. Group them by theme and keep the student's meaning. A comment points to something worth investigating; it does not prove the cause.
Write down the change, the person who will make it, and the term when you will look at the same question again. Share the summary with the course team before the next planning meeting.
A grade a student has just received can shape every answer that follows. Set the closing date before final grades are posted when your calendar allows, and say that date in the introduction.
Questions about the room, parking, or the library are real concerns, but they do not measure the course. Send them to the team that can act on them and keep the course form about teaching, materials, and assessment.
A similar average can come from many answers or from very few. Show the number of responses beside each result, and do not publish a ranking of courses unless your policy requires it and the groups are comparable.
In a class of a few students, a specific comment about one assignment can point to its author. Tell students who will read the raw comments, and remove identifying details before you quote anything in a report.
Include a few agreement questions about goals, assignments, pace, and workload, one overall rating, and two optional comment boxes: one for what should stay the same and one for a single change. A course evaluation does not need a question for every topic in the syllabus.
No. A course evaluation asks about the course as a whole: its goals, materials, assessments, and pace. An instructor feedback form focuses on how one person teaches. Use the course form for every offering and a separate form when you want feedback on the instructor.
Yes, if the questions still fit. Goals, pace, and the usefulness of the content apply to short sessions too. For a single training day, a training feedback form may be a closer fit, and it may need fewer questions.
Be precise with students. A form can ask for a name or leave it out, but a small class can identify an author from the details of a comment, so do not call the form anonymous unless your setup and your school's policy support that word.
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