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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.