»Mid-Point Surveys

Evaluating students throughout the course can help instructors make changes to the course on what is or is not working for student learning and engagement. Collecting feedback does not have to be a time-consuming process as you can use a variety of survey options and tools that Chapman University has access to.

Mid-Point Feedback and Why You Should Do It

Early identification of challenges and/or student concerns creates an opportunity to respond proactively to student needs and issues. Encouraging students to reflect on course content and their own learning experience may increase engagement for the remainder of the term. Actively requesting feedback and discussing the results in class demonstrates care and concern, while also supporting student agency. Receiving early, formative learner feedback and implementing related changes not only improves student satisfaction but can also positively influence end-of-course evaluations.


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Providing Meaningful & Effective Feedback

One of the most important factors leading to students’ academic growth is the quality of feedback they receive from their instructors. Woolf (2020) and other researchers suggest that meaningful and effective feedback is 1) regular and ongoing, 2) specific and actionable, referencing aspects of a specific learning outcome or objective students can then apply for improvement; and 3) timely, allowing students time to make improvements prior to completion of the next relevant assignment. You might consider using different modalities for providing feedback, such as audio or video feedback, which might help motivate students to use your feedback, according to this podcast episode. Looking for more ideas? This website provides 20 specific tips for providing effective feedback.

Mid-Point Feedback from Students

Soliciting student feedback regarding the course during the first weeks of the term can help identify challenges to their learning. Making modifications according to this feedback not only affirms the student voice, but it supports their learning and can prevent negative end-of-course evaluation feedback – when it is too late to make changes for these students. Polling tools and surveys can be used during class for quick and anonymous check-ins throughout the term to gauge students’ learning and/or satisfaction. Parrish (2016) provides specific questions and tips for implementation of midterm evaluations. More suggestions and instructions for using various tools to collect feedback can be found here. If you’d like to consult with CETL to construct mid-point surveys, please contact us.

Make Your Teaching More Engaging

Cavanagh (2019) argues that “engagement is the necessary first step for learning - which is one reason why efforts to enliven your classroom can’t be dismissed as empty entertainment.” Make the purpose of engagement a means to monitor student understanding, uncover misconceptions or misunderstandings, and facilitate deeper processing of the content. Some general strategies include:
  • Make the material relatable and personable for students.
  • Provide real-world examples and have students solve current issues related to the material.
  • Be yourself! Humanize your course. Students will respond to you and your personality.
  • Create clear outcomes and get students excited about what they will achieve by the end of the course.

Why employ intentional feedback tools?

Intentional feedback tools are employed overall to improve instruction by providing student perspective on the efficacy of individual classes, instructional techniques/methods, and specific resources. They also serve to encourage student self-awareness of their role and responsibility in learning, while expressing the mutual, reciprocal relationship between instructor and student in the learning process.

Survey options/tools:

  • Canvas
  • Poll Everywhere
  • Qualtrics

Please note if you decide to do a mid-point evaluation:

  • Can be anonymous but doesn’t have to be
  • Allow students to submit only once, if that is a concern

If you use a Google form, make sure to only use CHAPMAN Google accounts to collect/store FERPA protected information (student ID’s, grades, etc.).

To Help You Get Started

Mid-Point Surveys offer a wonderful opportunity for students to express their feedback on a course which can allow instructors and faculty to make course-related adjustments before the end of the semester. Changes in the course do not have to be large, but it provides students with a sense of feeling heard and understood which has shown to increase student satisfaction (Snooks et al., 2004; Veeck, 2015). We recommend the use of mid-term surveys which have benefits for both faculty and students but here are some tips to think about while implementing a mid-term survey:  

  • Generate student interest by discussing the importance of metacognition and self-reflection in learning.  
  • Dedicate time during class to complete this survey. 
  • Can be anonymous or be part of an assessment 
  • Based on the results, discuss what changes you will make and why. 

Here are a few sample questions that you can use in your anonymous mid-point survey:

On a scale of Agree to Disagree

  • At this point in the semester, I have a good understanding of what is expected of me in this course.
  • The instructor/course is well-organized.
  • The organization of the Canvas course shell/modules makes it easy to access important information.
  • The instructor makes it clear to us what concepts are important to learn each week.

Open-Ended

  • What is working well for you in this class?  What are you struggling with?
  • What could the instructor change to improve your learning experience in this class?