Student-Centered Evaluation Questions for Remote Learning

Listed below are example questions for gathering student feedback on their learning experiences, including in remote courses. The sample lists of qualitative and quantitative questions address different elements of instruction and student experience, but some questions may be closely related or overlapping in some ways. Before selecting questions, we encourage instructors to first thoughtfully consider: What would I like to know about my students’ learning experiences? How will this information inform future changes to my course? My teaching?

Berkeley offers instructors the opportunity to customize select evaluation questions for departments that have opted into this service. Learn more about managing your course evaluations and request support by emailing course-evaluations@berkeley.edu.

Sample Qualitative Questions

  • What three things did you most value learning in this course?

  • What were the three most important things you learned in this course and how did you learn them?

  • Please identify two to four activities or assignments that most helped you in your learning?

  • What are two to four things that most helped you learn in this course?

  • What particular difficulties did you face in your learning?

  • In tackling these difficulties, what did you do or wish you had done to address them?

  • What advice would you give to a peer to help them be successful in this course?

  • What was your attendance pattern in this course (for example, typically attended synchronous lectures, watched recorded lectures, etc.) and how did it impact your learning?

  • How did the remote learning environment impact your engagement with the instructor, your peers, and your overall sense of belonging at UC Berkeley?

  • How, specifically, has the learning environment in this course made you feel welcome, included, and/or supported? 

  • Do you have any additional feedback related to the remote learning environment (that you haven't already mentioned above)?

Sample Quantitative Questions (1-7 ranking)

  • Feedback on assignments, activities, and exams helped me to learn the material for the course.

  • Regular attendance was essential to effective learning in this course.

  • The course topics, activities, readings and assignments fit well together.

  • I gained knowledge and/or skills in this course that will help me in other courses or in pursuits in my life.

  • Students were encouraged to actively participate, ask questions, and/or contribute ideas.

  • This course challenged me to think in new ways.

  • I knew what was expected of me in this course.

Tips for Engaging with Student Feedback

Course evaluations provide insight into ways to enhance student learning in future iterations of a course. However, engaging with student feedback and identifying instructional changes are, at times, difficult tasks. To help mitigate these challenges, consider the following tips when reading your course evaluations.

  • Reflect on students' feedback with your course goals and goals for student learning in mind. Did students experience what you wanted them to get out of the class?
  • Use student comments to prompt questions for yourself. Student suggestions for course improvements may reach beyond what is feasible given situational factors in the course (e.g., enrollment size, class timing). Consider student comments as a starting point, rather than the final word on how to proceed.
  • Identify patterns, themes, and points of consensus. Course evaluations are essentially designed as summary reports, with average point values and individual responses for additional context. If individual responses surface contradictory suggestions, focus instead on the bigger picture (what assignment, activity, or experience are students reporting as a barrier to their learning?).
  • Review your course evaluations with a trusted friend, colleague, or CTL Consultant. Having an additional, objective perspective on students' feedback can help remind us of the bigger picture.
  • Compile other sources of feedback. Think of course evaluations as one measurement of effective teaching and learning in a semester. Other indicators may include student grades, peer review of teaching materials, your own experiences and reflection, student feedback from mid-semester check-ins (e.g., CTL's Mid-Semester Inquiry consultation), etc.

Ask for a CTL Consultant to review student feedback with you and collaboratively strategize opportunities for enhanced teaching and learning. Email teaching@berkeley.edu to request a consultation today!

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