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CTLA Early-term Midterm Student Feedback Survey

CTLA Early-term Midterm Student Feedback Survey

About Early-term, Midterm Feedback 

Early-term or midterm feedback is typically gathered between weeks 3 to 7 of a 15-week semester course via brief surveys, structured discussions or other facilitated processes. Doing so allows time for instructors to make appropriate changes to the course or instruction.

This process has been shown to lead to clearer expectations, more active learning, reduced busy work and more review, as well as some improvements in end-of-course student evaluations (McGowan & Osguthrpe, 2011). 

The CTLA makes surveying students each through an existing survey and question bank available as a Canvas module or through a Qualtrics link (which can also be cut and pasted in Canvas announcements or content). The survey mitigates responses about “liking” or “disliking” a course or a style of instruction and focuses on how students might learn better. 

Accessing the Survey in Canvas Commons

  1. Log into Canvas.
  2. Click on "Commons" in the lefthand navigation bar (where your account and dashboard are located).
  3. Search for CTLA.
  4. Find the Early-term, Midterm Feedback Survey module.
  5. Import the module into your course.
  6. Read the instructions provided in the module; follow the instructions to deploy the survey in Canvas.

Access Video Walk Through

Photo of Canvas and Qualtrics Midterm Survey Locations

Accessing the Survey in Qualtrics

  1. If you have never used Qualtrics, ensure your OHIO account is active first by logging into Qualtrics.
  2. Email CTLA and request the survey be shared with you.
  3. In Qualtrics, search for the CTLA Early-term Midterm Feedback Survey.
  4. COPY THE SURVEY for your use.
  5. Add optional questions to the survey (or choose to administer as is); questions can simply be pulled up into the main survey.
  6. Preview the survey to ensure other optional questions have been deleted or are invisible.
  7. Publish the survey and copy the distribution link.
  8. Share the link with students (in Canvas, QR code on printed form, via email, etc.)  

CTLA Survey Questions

The early-term, midterm survey asks two Likert-scale questions. 

  1. The instructor presents course material in a clear and organized manner. (Strongly Disagree-1; Strongly Agree-5)
  2. The instructor creates a respectful and supportive learning environment. (Strongly Disagree-1; Strongly Agree-5) 

It also asks three open-ended questions. 

  1. What aspects of this course and your instructor's teaching help you learn best?
  2. What specific advice would you give to help your instructor improve your learning in this course?
  3. What steps could you take to improve your own learning in this course? 

Instructors may also select additional questions from a mini-question bank attached to the survey. These Likert-scale questions ask about learning environment, feedback and grading, presentation and pacing, course materials, learning activities, learning technologies, and lab specific aspects of a course. The optional questions are available for review below.

Assessments and Assignments
  • Course projects, assignments, tests and/or exams provide opportunities for me to demonstrate an understanding of the course material.
  • Course projects, assignments, tests and/or exams improve my understanding of the course material.
  • Course assignments or project descriptions, including information about requirements, are clear.
  • Course assignments contribute to my learning.
  • Course assignments stimulate my interest in the course.
ODHE (end-of-term) SET Questions
  • Does the faculty member create a classroom atmosphere free of political, racial, gender, and religious bias? (Yes/No)
  • Are students encouraged to discuss varying opinions and viewpoints in class? (Yes/No/NA)
  • On a scale of 1 (highly ineffective) to 10 (highly effective), how effective are the teaching methods of this faculty member? (Enter number.)
Feedback and Grading
  • The instructor provides useful feedback on assignments.
  • The instructor grades fairly.
  • The instructor provides timely feedback on course assignments, projects, tests and/or papers.
  • The instructor ensures students are informed of their progress in the course.
Presentation
  • The instructor moves through course concepts at a comfortable pace.
  • The pace of the course is appropriate.
  • The instructor encourages student participation during lectures.
  • The instructor uses helpful examples when explaining course concepts.
  • The instructor connects course material to real-world contexts or practical situations.
Course Materials
  • Course materials inspire me to learn more about the subject matter.
  • Course materials are current, providing information on important issues in the discipline.
  • Course materials reflect diverse perspectives.
  • The course textbook and/or readings contribute to my learning of the subject matter.
Learning Activities
  • Group work helps students learn from one another.
  • The instructor provides opportunity for group work.
  • The instructor provides guidance on how to successfully work in groups.
  • The instructor encourages student participation in class discussions.
  • Learning activities are relevant to course goals.
  • The course instructor encourages students to engage in classroom activities.
Learning Technologies
  • The Canvas course site is well organized.
  • The Canvas site is easy to use.
  • Online tools (e.g., generative artificial intelligence, polling, communication or annotation platforms) support my learning.
Lab Specific
  • The course lab component supports my understanding of the course material.
  • Procedures or techniques are clearly explained or demonstrated.
  • Labs, studios, or clinical experiences complement other course activities.

Administering the Survey

To increase student participation:

  1. Keep the survey short and specific.
  2. Use class time to complete the survey.
  3. Consider leveraging multiple channels for completion.
  4. Explain purpose and follow up.
  5. Demonstrate responsiveness and gratitude.

Keep the Survey Simple

Students disengage from long or vague surveys. SurveyMonkey and other survey platforms suggest 10 items or less show higher completion.

Use Class Time

To maximize participation, CTLA recommends administering student feedback surveys (early-term, midterm, end-of-term) in class. Feel free to adapt the following script to assist:  

Today, I'd like you to fill out a short survey about your experience in the course so far. The information you provide is just for me, and your input is extremely valuable. It helps me understand what is going well from your standpoint and whether you have any suggestions for how we might proceed for the rest of the term. It also helps me understand what and how you are learning. I will report back to you about the results of this survey.

Clarify Purpose and Impact

Transparency is the single strongest predictor of participation. Students are more likely to respond when they understand:

  • Why the feedback matters (to improve their experience, not just to evaluate the instructor).
  • How it will be used (you’ll read and act on it).
  • When they’ll see changes.

Studies show response rates jump 15–25% when instructors explicitly state how past feedback led to adjustments (e.g., changing pacing, clarifying instructions, adding practice activities) (McDonnell & Dodd, 2017; Chapman & Joines, 2017; Benton & Cashin, 2012).

Leverage Multiple Channels

Administering the survey once in class may not be possible, depending on student composition, course type and/or response rates desired, among others. You might consider the following communication and survey administration strategies:

  • Make an announcement in class or in Canvas about the upcoming survey. Send the invitation to complete the survey a day or two before the survey opens.
  • Communicate in various locations: announcements, emails, during synchronous class sessions.
  • For online courses, embed the link in a required module or reflection activity.

Model Reciprocity and Gratitude

When instructors express thanks and acknowledge the effort, participation improves. It also encourages students to think about constructive feedback positively and to understand that we all learn through receiving feedback on our efforts.

When departments or institutions emphasize feedback as learning partnership, students see it as a norm, not a chore.

Debriefing with Students

One of the most important considerations for this type of survey is to debrief with students. Once an instructor receives survey feedback, they should:

  1. Review results.
  2. Consider adjustments to the course or instruction; consult with CTLA if helpful.
  3. Debrief with students.
  • Note positives and confirm they will continue. 
  • Note changes you will undertake.
  • Note changes that will wait until another time.
  • Explain the rationale for not making changes.
  • Take a moment to share with them how they indicated they might learn better. 

References

Benton, S. L., & Cashin, W. E. (2012). Student ratings of teaching: A summary of research and literature (IDEA Paper No. 50). The IDEA Center. https://doi.org/10.1037/e502792013-001 

Berk, R. A. (2012). Top 20 strategies to increase the online response rates of student rating scales. International Journal of Technology in Teaching and Learning, 8(2), 98–107.

Chapman, D. D., & Joines, J. A. (2017). Strategies for increasing response rates for online end-of-course evaluations. International Journal of Teaching and Learning in Higher Education, 29(1), 47–60.

McGowan, W. R., & Osguthorpe, R. T. (2011). 12: Student and faculty perceptions of effects of midcourse evaluation. To Improve the Academy, 29(1), 160–172. https://doi.org/10.3998/tia.17063888.0029.016 

Nulty, D. D. (2008). The adequacy of response rates for online and paper surveys: What can be done? Assessment & Evaluation in Higher Education, 33(3), 301–314. https://doi.org/10.1080/02602930701293231