Encouraging Students to Participate
Students report that they are more likely to give feedback to instructors when they understand how that feedback is used and why it is important to instructors. To encourage students to participate in iEval, you should take a few minutes to discuss how you feel about student feedback and, if you can, give an example of something you have changed about the way you teach based on student feedback. You might also remind students that you won't see results until grades have been submitted.
If you need help with this you could try incorporating the following power point slide into one of your lectures or using the text in the word document as a template for a reminder to your students by emailing your class through iLearn. You can modify these to make them more personal or make them better fit into your class.
- Sample power point slide encouraging students to use iEval
- Sample email reminding students to participate in iEval
Responding to Student Feedback
If you are interested in changing something about your teaching based on feedback from iEval, you might find these resources helpful. Below is the text of each of the questions iEval asks students and if you click on a question a drop down menu will open up with links to resources that may be useful. (Note there are no resources offered for items 1-5, which ask students to self report on things like their level of interest in enrolling in the course.)
For technical questions about how iEval works you can consult the iEval's Frequently Asked Questions
- 6) Instructor was prepared and organized.
- 7) Instructor used class time effectively.
- 8) Instructor was clear and understandable.
- 9) Instructor exhibited enthusiasm for subject and teaching.
- 10) Instructor respected students; sensitive to and concerned with their progress.
- 11) Instructor was available and helpful.
- 12) Instructor was fair in evaluating students.
13) Instructor was effective as a teacher overall.
How People Learn: Brian, Mind, Experience and School (book, available for download at https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition)
- 14) The syllabus clearly explained the structure of the courses.
15) The examinations reflected the materials covered during the course.
Best Practices for Designing and Grading Exams (University of Michigan, Center for Research on Learning and Teaching)
Creating Exams (Carnegie Mellon, Eberly Center, Teaching Excellence & Educational Innovation)
Asking Good Test Questions (Cornell, Center for Teaching Innovation
Improving Your Test Questions, (U of Illinois, Center for Innovation in Teaching & Learning)
Constructing Tests (U of Washington, Center for Teaching Learning
- 16) The required readings contributed to my learning.
17) The assignments contributed to my learning.
How do I Create Meaningful and Effective Assignments? (Texas Tech University, Teaching, Learning & Professional Development Center)
Designing Effective Assignments (Sauk Valley Community College)
Designing Effective Writing Assingments (University of Louisville Writing Center)
Best Practices in Designing Writing Assigments (UMass Amherst, The Institute for Teaching Excellence & Faculty Development)
Characteristics of Effective Online Assignments (Brown, Center for Teaching and Learning)
- 18) Supplementary materials were informative.
19) The course overall as a learning experience was excellent.
How People Learn: Brian, Mind, Experience and School (book, available for download at https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition
- Open-ended Student Comments