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Despite minor quantitative biases in numerical evaluations (e.g., female professors scoring 0.1/5.00 lower than male-presenting counterparts in a study of 100,000 ratings; Rosen, 2018), student feedback remains the most reliable tool for identifying and addressing teaching weaknesses.

Qualitative evaluations, particularly the open-ended questions in the official student survey, also offer significant insights when examined systematically for recurring patterns, as detailed further on this site.

Fort Lewis College's course evaluation system gathers student feedback on courses and instructors through a 13-item rating scale and two open-ended questions. These evaluations focus on students' learning experiences and are based on the 2024 revised questions, informed by best practices, institutional models, and the .

Customizing your evaluations

Before the evaluation period begins, instructors will receive an email listing the courses to be evaluated. Instructors can add up to three custom questions to the standardized evaluation form (per policy). to incorporate custom questions before the window opens.

Student Evaluation Form (since 2024)

Instructions for students

Thank you for completing this short questionnaire about your experience in this class. Before you start, please note:

• Responses are given on a 5-point scale:
  • 1 = Strongly disagree
  • 2 = Somewhat disagree
  • 3 = Neither agree nor disagree
  • 4 = Somewhat agree
  • 5 = Strongly agree 
• After some statements, parentheses provide examples for clarity and context, not exhaustive expectations.
• Statements beginning with "This instructor..." gather feedback on the instructor's teaching.
• Statements beginning with "This course..." focus on the course design.
• Open-ended questions at the end allow for detailed feedback.

Rating scale questions

This instructor...

• Provided feedback that was helpful to my learning experience (e.g., comments on assignments, answering questions in class, feedback on quizzes/exams).
• Created opportunities for me to collaborate with classmates.
• Created a class environment that supported my learning.
• Used a variety of instructional practices (e.g., lectures, discussions, group work, hands-on activities).
• Used technology to support my learning experience (e.g., Canvas, multimedia, assistive technology).
• Created a learning environment where I felt welcomed.
• Was available to address my questions or concerns (e.g., before/after class, office hours, email).

This course...

• Had clearly defined expectations for learning.
• Challenged me to think critically.
• Included organized content that was easy to navigate.
• Included learning activities (e.g., class sessions, reading/video content, assignments) that supported my learning.
• Utilized instructional materials (e.g., books, handouts, multimedia) that supported my learning experience.
• Provided opportunities to reflect on my learning (e.g., discussions, reflective writing, goal setting).

Open-ended questions

1. What aspects of this course were most helpful to your learning experience?
2. Could aspects of this course be changed to improve your learning experience? If so, what are they?

Instructors are encouraged to gather student feedback at multiple points during the semester using various methods such as facilitated discussions, student interviews, anonymous surveys, or asking for feedback during office hours. The goal is to collect feedback regularly and through diverse approaches to improve the learning experience.

The official Â鶹Ãâ·Ñ¸ßÇåÎÞשÂëÇøstudent evaluation of teaching questions, typically administered at the end of the semester, can also be used as a mid-semester feedback tool or adapted into a . Some instructors even before the semester begins to better understand student needs.

Accessing official End-of-Semester Student Feedback in Canvas

1. Log into Canvas.
2. From the main Canvas page, select the "Account" option in the blue global navigation menu on the left-hand side.
3. Choose "Course Evaluations" from the dropdown menu.

Gathering student feedback is a valuable process to evaluate your teaching and set future goals. While it’s easy to focus on a , aim to use the feedback constructively to assess your current teaching goals and develop new ones. Follow these four steps to make the most of your student feedback:

1. Analyze the data

• • Look for patterns and themes in both quantitative data (numerical ratings) and qualitative data (comments).
  • Compare your performance to previous results or averages to identify trends.
  • Use tools like ChatGPT or other AI to help recognize patterns. Upload your evaluation files from Canvas and ask the AI to summarize themes using a prompt similar to this:
    
    • "Attached are my course evaluations from last year. Please provide an assessment of these main themes:
      • Things students find effective
      • Things students find ineffective
      • Given point one and point two, provide three concrete suggestions for improvement."

2. Identify strengths and areas for growth

• • Examine student feedback to understand their perceptions and expectations.
  • Check whether the themes align with your teaching goals (e.g., clarity of course materials, classroom environment).
  • Identify common areas for improvement, such as weak points in teaching, classroom practices, or course materials.
  • Review your average scores on the 13 quantitative rating areas in the Â鶹Ãâ·Ñ¸ßÇåÎÞשÂëÇøstudent feedback form (e.g., grading, fostering critical thinking) and compare them to your peers. Your lowest-scoring areas can guide new teaching goals.

3. Write a reflection

• • Summarize major themes in your feedback, including successes (meeting current goals) and areas for improvement (future goals).
  • Add clarifications and reflections to explain specific comments or trends.
  • Include this reflection in your Personnel Action File (PAF) to document your growth and future plans.

4. Make actionable changes

• • Set clear, measurable goals for the next semester based on the feedback.
  • Plan specific adjustments to improve teaching, classroom practices, or course materials for ongoing growth.