Course Evaluations Question Bank

Mandatory and Suggested Questions including Categories for Course Evaluations

The adoption of end-of-term evaluation question items listed on this page helps to ensure that you will solicit informative feedback - feedback that can be used for teaching improvement and evaluation. When adoption occurs across a department, it allows for robust analysis and reporting that can further inform both course-level pedagogy and program-level curriculum.

The question items contained on this page were developed by faculty focus groups stemming from the Taskforce on Teaching Evaluation in 2009, with additional input and revisions provided from the Academic Senate's Committee on Teaching. These question items are being implemented as part of the electronic Course Evaluations service. Questions items are being made available to all academic departments who might be interested in revising end-of-term evaluations.

If your department wishes to adopt these questions, and/or move to the electronic Course Evaluations service:

For consultations on question adoption, email teaching@berkeley.edu(link sends e-mail)
For pursuing electronic Course Evaluations, email course-evaluations@berkeley.edu(link sends e-mail)

Based on faculty feedback, bolded questions reflect the default within each category. However, departments may choose any item(s) that they prefer within a category.

Mandatory Questions

1. The instructor’s lectures, facilitation of classes, and/or office hours and help sessions enhanced my learning. (“Learning” may include gaining mastery of course content and new skills, exposure to new methodologies and modes of critical thinking, and extending the ability to express oneself on the topics treated in the course.)

2. The assignments were well designed to help me understand the course material and gain a deeper perspective on the subject.

3. The instructor created an environment in which I could feel included (for example, encouraged multiple voices/perspectives, welcomed questions and critiques, responded to student feedback).

Category 1: Instructor/GSI-Specific Question Themes

Presentation of Content

The instructor (or GSI) clearly presented the skills to be learned
The instructor (or GSI) effectively presented the tools (e.g. materials, skills, and techniques) needed
The instructor (or GSI) effectively presented concepts and techniques
The instructor (or GSI) presented content in an organized manner

Clarity of Expectations or Directions

The instructor (or GSI) explained concepts clearly
The instructor (or GSI) made the elements of good writing clear
The instructor (or GSI) clearly articulated the standards of performance for the course
The instructor (or GSI) provided guidance for understanding course exercises
The instructor (or GSI) increased my understanding of course material

Helpfulness/Availability

The instructor (or GSI) helped me achieve my goals
The instructor (or GSI) helped me define the goals and scope of the project
The instructor (or GSI) helped me identify resources I needed to carry out the project
The instructor (or GSI) was helpful when I had difficulty performing activities
The instructor (or GSI) was helpful to me individually (in conferences, email exchanges, etc.)
The instructor (or GSI) was readily available during the class
The instructor (or GSI) provided help when I had difficulties
The instructor (or GSI) was helpful when I had difficulties or questions

Useful/Clear Feedback on Performance

The instructor (or GSI) provided clear constructive feedback
The instructor (or GSI) provided useful feedback on my writing
The instructor (or GSI) provided meaningful feedback on my work
The instructor (or GSI) provided meaningful guidance on my progress/work
The instructor (or GSI) provided constructive feedback in response to difficulties with the language
The instructor (or GSI) gave me constructive feedback
The instructor (or GSI) gave me constructive feedback on assignments
The instructor (or GSI) clearly articulated the standards of performance

Encouraging of Participation/Discussion

The instructor (or GSI) engaged the class in productive discussions
The instructor (or GSI) guided the discussion well
The instructor (or GSI) encouraged student contributions
The instructor (or GSI) provided opportunities for class participation
The instructor (or GSI) encouraged critical engagement with the material
The instructor (or GSI) encouraged student questions and participation
The instructor (or GSI) encouraged participation

Overall Teaching Effectiveness

How successful was the instructor (or GSI) in creating an environment that was conducive to learning?
How would you rate the overall effectiveness of the instructor’s (or GSI’s) teaching?

Category 2: Course-Specific Question Themes

Course Content (Organization, Clarity of Expectations/Directions, Balance/Appropriateness)

The course (or section) presented skills in a helpful sequence
The course (or section) provided an appropriate balance between instruction and practice
The course (or section) was appropriate for the stated level of the class
The course (or section) was organized in a way that helped me learn
The course (or section) provided a mixture of explanation and practice
The course (or section) was effectively organized
The course (or section) assignments and lectures usefully complemented each other
The course (or section) instructions (including, manuals, handouts, etc.) were clear
The course (or section) work helped me understand concepts more clearly
Instructions for course (or section) materials (including manuals, handouts, etc.) were clear
The lab complemented my understanding of the lectures
The section helped to complement the lectures
Increased or Developed Skills/Knowledge (Thinking, Writing, Application, Knowledge, Communication, Ethics): General/overall learning & content-specific learning are possible sub-categories within this set (see i and ii below). perhaps we need one question from each.

Application & Specific Skill Development

The course (or section) developed my ability to interact with diverse groups of people
The course (or section) provided guidance on how to become a competent professional
The course developed my ability to read and think critically
The course (or section) helped me improve my writing
The course (or section) developed my ability to provide constructive critiques to others
The course (or section) helped me make progress in my acquisition of the language
The course (or section) helped me conceptualize and present my ideas in my artistic medium
The course (or section) helped me understand ethical issues involved
The course (or section) developed my communication/presentation skills
The course (or section) developed my abilities and skills for the subject

Theory/Content Knowledge

The course (or section) developed my ability to apply theory to practice
The course (or section) provided the opportunity to practice the skills required in the course
The course (or section) allowed me to synthesize fundamental knowledge and skills
The course (or section) gave me a deeper insight into the topic
In this course (or section), I learned a great deal
The course (or section) improved my problem-solving skills
The course (or section) developed my ability to think critically about the subject

Course Overall

How satisfied were you with this course (or section)?

Category 3: Student Self-Evaluation Questions

How many class (or section) sessions did you attend?
On average, how many hours per week have you spent on this course (or section), including attending classes, doing readings, reviewing notes, writing papers, and any other course-related work?
How satisfied were you with your effort in this course (or section)?

Category 4: Open-Ended Questions

Please identify what you consider to be the strengths of the course (or section).
Please identify area(s) where you think the course (or section) could be improved.
Feedback for other students: What advice would you give to another student who is considering taking this course (or section)?