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Few of us would argue that quality feedback is useful, yet classroom-based research indicates that teachers do not give as much feedback as they think they do (e.g., Ingvarson & Hattie, 2008). This article shares a variety of resources regarding feedback.

This document provides guidelines for presenting your student ratings (aka SRTEs, SETs) for review by a department or program head or a review committee. It provides recommended sections to include in a 1 page summary of your ratings for a particular offering of a course. It can be accompanied by a thematic analysis of students' written feedback (See "Template for Analysis of Student Comments"). Some faculty find that this helps them to clarify what happened in the course and guides them to focus on particular aspects of the course to retain and to improve.

The SALG website is a free course-evaluation tool that allows college-level instructors to gather learning-focused feedback from students. It can be used for mid-semester feedback that will help instructors improve student learning in the course.

Penn State Teacher II 1997. Compendium of teaching tips and advice from seasoned faculty and graduate students. Includes sections on Course design, matching teaching methods with learning objectives, teaching large courses, evaluating student learning, collecting feedback, sample syllabi, feedback questionaires, grading standards, plagiarism, teaching philosophies.
Authored by D. Enerson, R. Neill Johnson, Susannah Milner, and Kathryn M. Plank.

This document provides methods for doing classroom assessment (usually ungraded) to help faculty keep students in large classes engaged and to provide feedback about student knowledge of specific concepts to both faculty and students.

Three examples of simple mid-semester feedback questionnaires.

This is a ready-to-use template for collecting mid-semester or end-of-course open-ended feedback from students.

This FAQ sheet offers many strategies for collecting student feedback in large classes.

This is a sample view of the Student Evaluation of Educational Quality (SEEQ) questionnaire. SEEQ is a 9-factor omnibus student rating form that has been heavily researched by nearly one million surveyed respondents as being appropriate for determining teaching effectiveness over diverse settings. Instructors commonly use this tool for collecting mid-semester feedback from their students. Additional information is available on our web site at

This document describes the use of student peers to provide feedback on written assignments by fellow students.

Administrators and faculty review committees are responsible for providing feedback to the faculty they evaluate. Both groups can experience discomfort about making life-altering decisions that affect other faculty based on student ratings data (though hopefully not solely on those data). The discomfort and fear of SRTEs is exacerbated when faculty make incorrect assumptions about the history of the SRTEs or if they rely on opinion pieces or stories about studies that have not undergone peer-review rather than the significant body of research conducted by student ratings experts.

Administrators have the additional responsibility of providing useful and actionable feedback to guide faculty development, as well as responding in productive ways to faculty complaints or defensiveness. Below are some of the most common questions asked by administrators during or after a feedback meeting with a faculty member.

Designing Effective Reviews: Helping Students Give Helpful Feedback

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This module explores the qualities of effective reviews. Good review prompts help reviewers provide feedback that writers can use to make high-quality revisions.

The module identifies some of the choices that instructors can make while designing review tasks in order to generate helpful feedback. It will discuss the qualities of effective review prompts, design choices, and frameworks for helping structure open-ended feedback.

Lam, R. (2010) A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback, TESL Canada Journal/Revue TESL du Canada Vol. 27(2, Spring 2010), 114-127.

Let’s Talk About Power: How Teacher Use of Power Shapes Relationships and Learning
Leslie Frances Reid, Jalal Kawash
Proceedings of the University of Calgary Conference on Postsecondary Learning and Teaching, Vol 2, 2017
Teachers’ use of power in learning environments affects our students’ experiences, our teaching experiences, and the extent to which learning goals are met. The types of conversations we hold or avoid with students send cues regarding how we use power to develop relationships, influence behaviour and entice motivation. Reliance on prosocial forms of power, such as referent, reward, and expert, have a positive impact on outcomes such as learning and motivation, as well as perceived teacher credibility. Overuse of antisocial forms of power that include legitimate and coercive powers negatively affect these same outcomes. In this paper, we share stories from our teaching experiences that highlight how focusing on referent, reward and expert power bases to connect, problem solve, and negotiate challenges with our students has significantly enhanced our teaching practice. We provide resources that can be used by teachers to become aware of and utilize prosocial power strategies in their practice through self-reflection and peer and student feedback.

The Role of Interactive Digital Simulations in Student Conversations About Visualizing Molecules
Yuen-ying Carpenter, Erin Rae Sullivan
Proceedings of the University of Calgary Conference on Postsecondary Learning and Teaching, Vol. 2, 2017

The visualization of chemical compounds in three-dimensions is a foundational skill in the study and practice of chemistry and related fields, and one which has the potential to be supported by interaction with virtual models. Here, we present a collaborative learning activity piloted in first-year chemistry which investigates if inquiry-driven interactive technology can contribute meaningfully to student conversations around this topic, and how students’ conversations and practices may shift when driven by feedback from an interactive simulation. Our initial observations from this pilot project suggest that students engaged in collaborative sense-making and discussion around key ideas throughout this activity. Students’ post-activity reflections also highlighted their positive experiences and increased confidence with the topic afterwards. The unique dynamics of these interactions lead us to propose a novel framing of interactive visualizations as participants rather than merely as resources in student learning conversations.

Large classes are among the most important because many students enrolled are new to the college experience. The big challenges of teaching large classes include finding ways to engage students, providing timely feedback, and managing logistics. When faced with these challenges, many instructors revert to lectures and multiple-choice tests. There are alternatives. This special report describes some alternative teaching and course management techniques to get students actively involved without an inordinate amount of work on the instructor’s part. From the Teaching Professor, Magna.

From UC Berkeley's Center for Teaching and Learning, Considerations for Large Lecture Classes provides six ways to make lectures in a large enrollment course more manageable and effective. The strategies include communicating explicit learning expectations, not trying to "cover" everything, focusing on analysis of issues or problems, engaging students through active learning practices, providing feedback to students, and using clickers to poll students.

Best Practices in the Evaluation of Teaching, by Stephen L. Benton, The IDEA Center and Suzanne Young, University of Wyoming
Effective instructor evaluation is complex and requires the use of multiple measures—formal and informal, traditional and authentic—as part of a balanced evaluation system. The student voice, a critical element of that balanced system, is appropriately complemented by instructor self-assessment and the reasoned judgments of other relevant parties, such as peers and supervisors. Integrating all three elements allows instructors to take a mastery approach to formative evaluation, trying out new teaching strategies and remaining open to feedback that focuses on how they might improve. Such feedback is most useful when it occurs in an environment that fosters challenge, support, and growth. Rather than being demoralized by their performance rankings, faculty can concentrate on their individual efforts and compare current progress to past performance. They can then concentrate on developing better teaching methods and skills rather than fearing or resenting comparisons to others. The evaluation of teaching thus becomes a rewarding process, not a dreaded event.
Keywords: Evaluation of teaching, summative evaluation, formative evaluation, mastery orientation

Often called “peer observation of teaching ” or “peer evaluation of teaching,” peer review of teaching (PRT) involves seeking feedback from an informed colleague for the purposes of improving one’s practice (formative assessment) and/or evaluating it (summative assessment). In 2010, the TAMU Faculty Performance Evaluation Task Force recommended having separate review processes for formative and summative assessment using multiple sources of data from students, peers, administrators, and as well as faculty themselves for evaluating teaching. Includes institutional perspectives and supporting videos from the University of Texas.