Mid-Term Feedback
Soliciting and using mid-course feedback benefits both instructors and students. There is ample evidence that students' formative, mid-stream evaluation of courses can lead to meaningful improvements in instruction, student learning outcomes and attitudes, and higher end-of-course student ratings (Cohen, 1980; Marsh & Roche, 1993; Aleamoni, 1999; Hayward, 2002). Stronger outcomes are associated with instructors who discuss the feedback results with the class (vs. reading only), make noticeable changes in the course, and/or consult with a colleague about the results (Cohen, 1980; Aleamoni, 1999; BYU Center for Teaching & Learning, 2009). In comparison to the formal student course reports at the end of the term, which will not benefit them directly, students are often more motivated to provide useful feedback while the course is in progress. Soliciting such feedback signals that instructors are committed to students and are open to change.
Best practice dictates that instructors take time in a subsequent class period, or perhaps via email or on the course web site, to summarize and respond to students' feedback. If you show that the same course activity or instructional method is viewed positively by some students and negatively by others, the latter group may become less negative. In addition, important points can be made about diversity of learning preferences and stretching our comfort zones. Explain what changes you will make, and what you are unwilling or unable to change and why. It's often a good opportunity to reiterate and clarify course goals and the purposes behind your instructional methods.