Midpoint Feedback

Course instructors are encouraged to gather feedback from their students mid-way through the course in order to assess how the students are feeling about their learning, the course materials, the instructional decisions, etc. This allows you to make changes or adaptations to your routines and strategies to increase student success. Plus, midpoint feedback demonstrates to your students that you care about their learning and want them to succeed.

The CTL has prepared a survey that gathers student feedback about classroom climate, course content and functions, your teaching and assessment practices, and more.

If you would like to run the midpoint survey in your course, please complete this form. Submit the form again for additional courses or sections.

When the CTL receives your request, we will create the survey for you in Qualtrics.  Then

  1. We’ll send you a link to share with your students. For example, you could include the link in a Canvas announcement, page, or module.
  2. You’ll receive an email invitation to collaborate in the Midpoint Survey in Qualtrics. Follow the link, log into ubc.qualtrics.com using your CWL, and accept the invitation. This gives you access to the students' anonymous responses. If you need assistance accessing the data, contact CTL Helpdesk. Please note that as owners of the Midpoint Survey, the CTL also has access to the responses. However, we will not access the responses without your consent.

The Midpoint Survey is adapted from the Fearless Teaching Framework developed by the Teaching & Learning Transformation Center, University of Maryland.

During class, distribute index cards (available at the CTL) or slips of paper and invite your students to anonymously write:

  • one thing you should start doing that would be helpful to their learning
  • one thing you should stop doing because it does not contribute to their learning or the learning environment
  • one thing you should continue doing because it helps them learn

If your students are worried about their anonymity, consider leaving the room while they write their responses and them put in an envelope you’ve left at the front of the room. You can also ask a trusted colleague to transcribe the responses for you.

Getting the most out of your Midpoint Feedback

It’s important that you report back to your students after you gather midpoint feedback. Processing their responses and deciding how to respond takes time, though, so we recommend the following:

  1. Gather the feedback just before the midterm break, and tell your students you’ll respond after the break.
  2. Take your time over the break to read the responses and decide how you’ll respond.
  3. If you’re anxious about the responses – sometimes students’ comments can be hurtful – do yourself and trusted colleague a favour: debrief your surveys together. You’re also welcome to meet with Janine or Peter in the CTL to go over your midpoint feedback together.
  4. When you see your students after the break,
    • tell them about one teaching practice you’ll continue to use in the course
    • tell them about one teaching practice you’ll start doing or a teaching practice you’ll modify to based on their feedback
    • if your students identified something that is not helpful for their learning, and you can stop doing it, then let them know you won’t do it anymore and then don’t do it anymore
    • if your students ask you stop doing something but it’s beyond your control (“no more 8 am classes!”) or it’s a necessary part of your course (“no more homework!”), then let them know you heard them but sorry, you can’t change it
    • ask one probing question to acquire additional information, clarity, or understanding
    • thank your students for taking the time to give you this feedback