Feedback on the Fly: Drafting Your Feedback Questions

Consider a specific teaching context you are familiar with from your discipline: e.g. a course you have taught or TAed before.

Specific Teaching Context (e.g. course name or brief description):

_____________________________________________________________________________________

_____________________________________________________________________________________

For each of the following assessment categories, draft one or two specific questions you could ask to assess that aspect of your teaching or course. For the purposes of this activity, try to identify a specific element that you would want to assess in your mid-course feedback.

A. Specific aspects of the course you think are working:
(“What aspects of this course/instruction enhance your learning?”)

  1. E.g., “In what way have in-class group discussions aided your understanding of the readings?”
  2. __________________________________________________________________________________
  3. __________________________________________________________________________________
  4. __________________________________________________________________________________

B. Specific aspects you suspect may not be working:
(“What aspects of this course/instruction could be improved?”)

  1. E.g., “Are there any aspects of the writing assignments that you would change? If so, why?”
  2. __________________________________________________________________________________
  3. __________________________________________________________________________________
  4. __________________________________________________________________________________

C. What can students do to improve the course?
(“What could you as a student do to improve your or others’ learning experience in the course?”

  1. E.g., “What could you change about your preparation for class that would improve the quality of our small-group discussions?”
  2. _________________________________________________________________________________
  3. _________________________________________________________________________________
  4. _________________________________________________________________________________

 

Adapted from M. R. Diamond (2004), The usefulness of structured mid-term feedback as a catalyst for change in higher education classes, Active Learning in Higher Education, 5(3), 217-231, Appendix 3 (13-14).