Asking about appearance, accent, or private life
Questions about an instructor's accent, appearance, or personal life have no link to teaching, and they invite unfair judgments. Limit each question to something a student can observe in the course.
Education & TrainingForms
Instructor feedback form: questions about teaching students can see
An instructor feedback form asks students about teaching they experienced, such as how clearly ideas were explained, how questions were handled, and how feedback on work was given. A mid-term check-in can change the rest of the current course, while an end-of-term form mainly informs the next offering. Keep the questions about observable practice rather than personal traits, and keep the form separate from any formal performance review.
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Instructor feedback form: 20 average monthly searches.Google Ads Keyword Planner · 2026-10-09 · United States
Field blueprint
Questions about teaching a student can observe
| Field | Type | Required | Why you ask it |
|---|---|---|---|
Check-in or end of termMid-term check-inEnd of term | Single choice | Required | Tells the reader whether there is still time to change this group's experience, and which decision the answers inform. |
Teaching practicesThink about the classes and course activities from this term. | Section header | Frames the statements that follow as things that happened in class, not as opinions about the person. | |
Ideas were explained clearlyStrongly disagreeDisagreeNeutralAgreeStrongly agree | Single choice | Required | Asks about explanation, which a student can judge from class time alone. |
Questions in class were answered in a way that helped meStrongly disagreeDisagreeNeutralAgreeStrongly agree | Single choice | Required | Shows whether students feel able to ask, which can affect how much the instructor learns about confusion. |
Feedback on my work told me what to changeStrongly disagreeDisagreeNeutralAgreeStrongly agree | Single choice | Optional | Tests whether feedback is specific. A general statement that feedback was good gives no direction. |
Class time was used wellStrongly disagreeDisagreeNeutralAgreeStrongly agree | Single choice | Optional | Points to pacing and activities, which the instructor can change directly. |
Support outside class was available when I needed itSupport could be office hours, a message reply, or a review session. Strongly disagreeDisagreeNeutralAgreeStrongly agree | Single choice | Optional | Separates whether support existed from whether it helped, which are different problems. |
Which part of the course is this about?The whole courseLecturesLabs or practice sessionsAssignments and feedbackOnline materials | Dropdown | Optional | Points the reader to the part of the course the comment covers, so the response reaches the right owner. |
A teaching practice to keepDescribe something that happened in class, not a personal quality. | Long text | Optional | Shows which practices to protect. Words such as nice or friendly give no direction. |
A teaching practice to changeSay what happened in class and what would have worked better for you. | Long text | Optional | Turns a general dislike into a practice the instructor can test in the next session. |
Try it
Preview the questions as a student would see them on a phone
Read the results
Use the results to change teaching, not to rank people
Read mid-term and end-of-term answers apart
A mid-term answer can change the rest of the current course, so read it soon and say what you will change. An end-of-term answer informs the next offering. Keep the two sets separate so they are not averaged into one number.
Count how many students describe a practice
Count how many students describe the same practice before you decide it is a pattern. Quote a comment only with the student's wording intact, and never let a single comment stand as the evidence for a change.
Tell the class what you heard
Give a short account of the main points and what you will try, including anything you decide not to change and why. A brief explanation shows students that their answers were read.
Ask a colleague to read a sample
Have a colleague read a sample of the comments before you choose a change. A second reader catches comments you dismissed too quickly, and makes the decision easier to defend.
Mistakes to avoid
Four ways instructor feedback goes wrong
Using student feedback as the only evidence
Student feedback is one input. If the results will feed a hiring, promotion, or review decision, follow your institution's review policy and combine them with other evidence.
Waiting until the end to ask
An end-of-term form cannot change the course its students have just finished. If you want to change how the course runs, ask at the midpoint, while there is still time to act on the answers.
Putting two behaviors in one statement
A statement such as explains ideas clearly and answers questions well asks two things at once. Write one practice per statement, so a low score tells you which behavior to work on.
Frequently asked questions
What should an instructor feedback form ask?
Ask about practices students can observe: how ideas were explained, how questions were handled, how feedback on work was given, and how class time was used. Add one open question for a practice to keep and one for a practice to change.
Is an instructor feedback form the same as a teacher evaluation form?
No. A teacher evaluation form is usually a formal review completed by a supervisor or evaluator, and it follows your organization's rules. A student feedback form gives the teacher information about their teaching and does not replace a formal review.
How is an instructor feedback form different from a course evaluation?
The course evaluation covers the design: goals, reading materials, tests and projects, and pacing. This form covers one instructor's teaching. Use both to separate the two, or use the course evaluation alone if a short version is enough.
When should an instructor collect feedback?
Collect at mid-term if you want changes to help the students who answered. Collect at the end if you mainly want input for the next offering. Using both, with separate questions, lets you check whether the change you made at mid-term helped.
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