Center for Educational Innovation

Academic Affairs and Provost

Gathering Feedback on Assignments

The following are samples of methods you might use to gather feedback from your students on what worked (and didn't) with your class assignments. Use the information that you get from these methods to help you revise the assignments for the future.

  • In-Class Writing Assignment following the First Major Paper

    You’ve just completed your first major paper in this course. Reflect on both the class activities we completed in order to prepare you to write your paper as well as the process of writing the paper itself.

    • What did you learn?
    • What worked for you?
    • What might you do differently next time?”
  • An Assignment Information Sheet

    Ask students to complete this sheet (as a part of the assignment) and hand it in with the assignment.

    1. Approximately how much time did you spend on this assignment?
    2. What was the most difficult part of this assignment?
    3. What helped you do the assignment?
    4. What else would have helped you with this assignment?
  • Gathering Feedback on Specific Classroom Learning Activities, Tasks, or Exercises

    If you’re wondering about the usefulness of a specific activity or exercise, you will get the best information by asking a few specific questions shortly after the activity took place.

  • One-Minute Paper question

    Today’s class focused on documenting sources in your research paper. We discussed what to document, what not to document, and MLA documentation style. What was the most useful, interesting, and/or confusing idea you experienced in class today?

  • A Quick Interest/Difficulty Survey

    You may also wonder about the interest level and/or difficulty level of an assignment or activity, especially if the assignment or activity is being used for the first time. Students can give you quick, accurate feedback on these questions if they are asked within a two or three weeks of the assignment or activity. You might ask about 2-4 readings in the same survey. Going beyond this, however, decreases the likelihood of their remembering the assignment or activity accurately.

    Example:

     

    Please rate the interest level and difficulty of the following readings. Circle one answer for each a and b.

     

    1. Reading ABC was

     

    a) very interesting
    b) interesting
    c) somewhat interesting
    d) not very interesting
    e) not at all interesting

     

     

    a) very difficult
    b) somewhat difficult
    c) about the right level of difficulty
    e) lacking challenge
     

    2. Reading XYZ was

     

    a) very interesting
    b) interesting
    c) somewhat interesting
    d) not very interesting
    e) not at all interesting

     

     

    a) very difficult
    b) somewhat difficult
    c) about the right level of difficulty
    e) lacking challenge
     
  • Assessing the Class Period (from Classroom Assessment Techniques by Cross and Angelo)

    Instructions: Please respond honestly and constructively to the questions below by circling the responses you most agree with and writing brief comments.

    On the scale below, please rate the clarity of today’s session.

    1 unclear 2 somewhat clear 3 mostly clear 4 very clear

    5 extremely clear

     

     

    Overall, how interesting did you find today’s session?

    1 totally boring 2 mostly boring 3 somewhat interesting 4 very interesting

    5 extremely interesting

     

     

     

    Overall, how useful was today’s session in helping you learn the material?

    1 useless 2 not very useful 3 somewhat useful 4 very useful

    5 extremely useful

     

     

    What did you find most helpful about today’s class? (Please list one or two specific examples.)

     

     

     

    How could the class have been improved? (Please give one or two specific suggestions.)

     

     

     

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