Faculty member and student examine a specimen to be identified

Midcourse Feedback Question Bank

There are several types of questions that can be used in midcourse evaluations.  Below are samples of narrative, likert-scale, qualitative, and quantitative questions you can integrate into your evaluation process.

Narrative Questions that Generate Qualitative Data

  1. What have you learned in this course that you find particularly interesting or compelling?
  2. What's helpful in this course to your learning?
  3. What suggestions do you have for change?
  4. How is the course going for you?
  5. What would help make it a better learning experience for you?
  6. On a scale of 1-7, with 1 being low and 7 being high, how is the course going for you? Why did you choose this number?
  7. Do you usually understand what is expected of you in preparing for and participating in this class? If not, please explain why not.
  8. What aspects of this course and your instructor's teaching help you learn best?
  9. What specific advice would you give to help your instructor improve your learning in this course?
  10. What other ideas would you suggest to improve this course (e.g., changes in course structure, assignments, or exams)?
  11. What are the most important things you have learned so far in this class?
  12. What don't you think you understand well enough yet?
  13. What would you like to see more of between now and the end of the semester?
  14. What do you think we could cut down on?
  15. What do you need to do in terms of understanding the material between now and the end of the semester?
  16. What is your overall evaluation of the instructor?
  17. Which aspects of this course/instructor are learning to valuable learning experiences?
  18. What aspects of the course/instructor need to be improved to increase the value of the learning experience?
  19. Please write any additional comments or suggestions.

Likert-Type Scale Questions that Generate Quantitative Data

Students rate from strongly agree through strongly disagree - Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, Strongly Agree.

  1. I find the format of this class (lecture, discussion, problem-solving) helpful to the way that I learn.
  2. I feel that this class format engages my interest.
  3. I feel comfortable speaking in this class.
  4. I learn better when the instructor summarizes key ideas from a class session.
  5. I find the comments on exams or other written work helpful to my understanding of the class content.
  6. I find that this class stimulates my interest in reading about this subject outside of class.
  7. I feel comfortable approaching the instructor with questions or comments.
  8. I think that I would learn better if a different format were used for this class (suggested below).
  9. The instructor holds the students to high academic standards
  10. The instructor effectively challenges me to think and to learn.
  11. The instructor is well prepared.
  12. Examinations and/or other graded components cover course concepts in a challenging manner.
  13. The instructor shows enthusiasm for the subject.
  14. I feel free to ask questions and to make comments in class.
  15. The instructor deals with questions and comments effectively.
  16. The instructor is generally available during office hours.

Questions for Problem-Solving or Laboratory Classes:

    1. The problems worked in this class help me in working other problems on my own.
    2. The problems worked in this class help me in learning the content ideas in this class.
    3. I feel that I learn how to solve problems more easily when I work with a group of students.
    4. I find the laboratory lectures helpful in understanding the purpose of the experiment.
    5. I find the instructor's comments during laboratory help my understanding of key steps in the experiment.
    6. I find the comments on my written laboratory reports helpful in understanding the experiment.
    7. I learn more from the laboratory when I am given questions about it to think about first.
    8. I learn more from the laboratory when I am given questions about it to write about first.

Questions for Discussion-Oriented Classes:

    1. I find class discussions help me in understanding the readings.
    2. I find class discussions help me in understanding key ideas in the course.
    3. I learn more if class discussions are more structured.
    4. I feel that class discussions are dominated by one or a few people.
    5. I learn better when I have more of a chance to speak.
    6. I learn more from discussions when I am given a question to think about first.
    7. I learn more from discussions when I am given a question to write about first.

Questions for Classes Using Team or Group Work:

    1. I feel that I learn more when I work with a group.
    2. My group works well together
    3. I feel that I need more guidance for our group work.
    4. I find that working in a group confuses me.
    5. I find it helpful if the instructor summarizes results obtained as part of group work.
    6. I find it helpful to get feedback from my group on my own performance in the group.
    7. I think that groups work better when each person has an assigned role in the group.

Quantitative and Qualitative Questions on Student Preparedness, Effort, and Work

  1. I take responsibility for helping make this course a positive learning environment.
  2. I attend class.
  3. I prepare for class.
  4. When I attend class, I am actively engaged.
  5. I stay up-to-date in the course work.
  6. I seek help when I need it.
  7. What steps could you take to improve your own learning in this course?
  8. How many hours per week, outside of regularly scheduled class meetings, do you spend on this class?
    • 1-2, 2-4, 4-6, 6-8, more than 8
  9. How much of the reading that has been assigned so far have you completed?
    • 100%, 90%, 75%, 50%, less than 50%