You can use Informal Early Feedback (IEF) to collect comments from your students about how your class is going before the semester is over. Using IEF can increase students' motivation in your course, and (if you discuss and act on your results), it can improve your end-of-semester student ratings as well.

Ask students to describe:

1. What they are learning and the difficulties they are experiencing in learning;
2. What they like about the course, i.e., what is helping them learn;
3. What they do not like, i.e., what is inhibiting their learning;
4. What changes they might make if they were the instructor.

It is most helpful to have a limited number of specific, well-focused items, and leave plenty of time and space for descriptive comments from the students. Sample forms and items are available here, but the key to good IEF is to tailor the questions to your own teaching situation. The following tips will also help to make soliciting IEF effective:

1. Allow for approximately 10 minutes of class time, preferably at the onset of class.

2. Tell the students the purpose of the questionnaire:
Many instructors in this department receive feedback at the end of the semester. However, you wish to receive feedback sooner than that to better assess how things are going in the classroom. By receiving their feedback there may be ways in which you could make changes that will be beneficial to the students.

3. Assure your students of anonymity - tell them not to sign their names.
If they are concerned about their handwriting, suggest that they print. If someone acts clearly concerned, tell them to answer only the scaled items. Minimize this dialog as much as possible.

4. Encourage the students to take their time in responding to the open-ended questions; some of your best feedback comes from these answers.
If they have trouble beginning this part, ask them to use the ratings items for ideas.

5. Do not look at the forms until you are alone somewhere other than the classroom.

6. Have all your classes and sections complete the forms (keep them separate). Comparisons can be helpful.

7. At the next class meeting, tell the students you read the forms, and select one or two areas/items you can discuss with them in a positive manner.

More information about IEF is available at the Office of Instructional Resources, Division of Instructional Development; contact Laura Hahn.

Consider: What specific aspects of your class would you like your students' feedback on?