What’s New?

The spring semester is busy with the EvaluationKIT prototype, as well as planning for its official summer 2020 launch —meanwhile, also preparing for the end-of-semester course feedback window using the current OIR student ratings system.

Stay in the loop with latest news on course feedback:

EvaluationKIT Prototype Update

iSchool, University College, and Whitman are important collaborators in the EvaluationKIT prototype this semester. Starting in February, students taking courses in the prototype will receive invitations to complete course feedback forms in the new online platform.

Confidentiality of students is an important concern for this process as we learned directly from students we met with last semester. When course feedback responses are being collected, both instructors and administrators can see overall response rates, but they cannot see actual responses until after grades are posted. The reports that are released after final grades are submitted include no identifying student information. Personal information is not recorded by EvaluationKIT and responses are aggregated in the reports. Student responses are confidential.

Confidentiality and other practices and policies guiding the course feedback process are documented here.

A new component of the process is the inclusion of University core questions on every course feedback form. The Senate will be providing input on these core items. The following questions, which focus on student engagement and various course elements, will be used in the prototype.

My primary reasons for taking this course were: (Select all that apply.)

  • Interested in the subject
  • Required for major, minor, or program
  • Fulfilled Liberal Arts requirement/distribution
  • Reputation of instructor
  • Fit into my schedule
  • Advisor recommended course
  • Friend(s) recommended course
  • Other (If you selected ‘other’ as a primary reason, please comment.)
For this course only, on average, I spent the following time on outside work (e.g., studying, completing assignments, readings, exam/quiz prep, discussion boards, etc.):

  • 0 hours per week
  • 1-3 hours per week
  • 4-6 hours per week
  • 7-10 hours per week
  • 11-15 hours per week
  • More than 15 hours per week
I feel that I performed to my potential in this course.

  • Strongly disagree
  • Disagree
  • Somewhat disagree
  • Somewhat agree
  • Agree
  • Strongly agree
The syllabus was an accurate guide to course requirements.

  • Strongly disagree
  • Disagree
  • Somewhat disagree
  • Somewhat agree
  • Agree
  • Strongly agree
Student participation and the contribution of ideas, comments, and questions was encouraged.

  • Strongly disagree
  • Disagree
  • Somewhat disagree
  • Somewhat agree
  • Agree
  • Strongly agree
Assessments (e.g., exams/quizzes, papers, presentations, projects, performances, etc.) offered an effective way for me to demonstrate what I learned in the course.

  • Strongly disagree
  • Disagree
  • Somewhat disagree
  • Somewhat agree
  • Agree
  • Strongly agree
I received helpful feedback from the instructor to guide my progress in this course.

  • Strongly disagree
  • Disagree
  • Somewhat disagree
  • Somewhat agree
  • Agree
  • Strongly agree

The prototype core questions were developed after collecting input from the schools/colleges and other campus partners in the fall semester and in consultation with our prototype collaborators.

If you have any questions about the EvaluationKIT prototype, please contact us at coursefeedback@syr.edu.

Summer 2020 EvaluationKIT Launch

In the first half of the semester, we are meeting with faculty in the schools/colleges to share information about the transition to the new online system and answer any questions they may have. Following that, we’ll be working with departments and faculty to develop course feedback items to be used for summer courses.

The timeline is set for the summer course feedback window and overviews of administrator and instructor access in the new system are available. An initial draft of the EvaluationKIT item banks is also ready to view. The item banks are a work in progress. We welcome your comments and suggestions for additional items to include.

If you have any questions about the EvaluationKIT launch in summer 2020, please contact us at coursefeedback@syr.edu.

Spring 2020 Course Feedback Window Opens 4/15 (but start talking to your students about course feedback now!)

Here are some tips for improving response rates and the quality of course feedback from students.
  • Take time in the starting weeks of class to discuss the value of student feedback. Consider collecting feedback throughout the course and not solely at the end (e.g., after the first few weeks, following a major project or activity, and/or at mid-semester). Collecting information at multiple points throughout the course enhances your teaching and your students’ learning, as well as maintains communication between you and your students. These efforts show students that you value their perspective and can lead to more effective responses once the course feedback window is open.
  • Share prior quantitative and qualitative feedback with current students and be transparent about how it was incorporated into the course. This could include examples of helpful feedback that was used, as well as unhelpful feedback that couldn’t be used.
  • Guide students to leave quality comments to open-ended questions by providing examples of responses that were constructive, focusing both on areas students felt were successful in the course, as well as areas where they felt improvement could be made.
  • While the course feedback window is open, remind students during each class session to complete their forms and thank those who have already done so.
  • Reserve 15 minutes during class time for students to complete the feedback form. Discuss this in advance and encourage students to use their mobile phones or laptops on a selected date. The instructor should exit the room for the duration of the allotted time. Departments at Syracuse University that make an effort to utilize class time tend to receive response rates of 75% or higher.