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Tips on using formative feedback

Formative feedback can be useful and still necessary for academic advancement and course improvement. Formative feedback can increase student motivation and can help inform your teaching practices. Formative feedback can come from multiple types of classroom interactions and surveys. The feedback will not automatically be shared with your department head but this does not mean that you can't use the feedback you received for tenure and promotion.

If you aren't concerned about tenure and promotion, you can use the feedback received for course improvement or as part of a broader holistic evaluation plan for your course or instruction.

Personalizing your SLEQ to teaching online

Question Personalization (QP) is the process whereby you have the opportunity to add specific questions to the evaluation form. The purpose of these questions would be to gain more information from students to facilitate course or program development, as well as improving your teaching techniques. You canÌýaccess thisÌýapproximatelyÌýtwo weeks before the SRI evaluationÌýforms are released to the students.

Now that your class is fully online, you might want to consider asking questions about the new online format. You will receive a link to adding personalized questions and will be able to select up to 6 questions and add them to the SRI forms. We are including the online specific questions here so that you can review and think about what questions you would like to add ahead of time.Ìý

These are just suggested questions that you will be able to select from a list during Question Personalization. You are not required to use these questions, you can always type in your own questions.

NOTE: Instructor added questions are always formative, the results of these questions are never reported to your department head/chair.

Instructor Questions specific to online teaching

Communication with the instructor(s)

1. The instructor’s online communication with students (discussion posts, email, announcements, video capture, etc.) was clear.
2. The instructor’s use of the online environment assisted my understanding of the course material.
3. The instructor provided clear and timely feedback that supported my learning.
4. The instructor used inclusive language.
5. The instructor cultivated a course community through the online environment.
6. The instructor provided me with clear and timely instructions of what was expected of me as a student.
7. The instructor clearly outlined, at the start of the course, the technology and resources required to succeed in this course.
8. The instructor encouraged online consultation with students through email, chat, or another communication tools.
9. The instructor encouraged online interaction with other students in the course.
10. Online interactions with other students improved my understanding of the course material.
11. Online collaboration with other students improved my understanding of the course material.

Communication with other students

1. The online environment was suited to my diverse learning needs.
2. The instructor encouraged online interaction with other students in the course.
3. Online interactions with other students improved my understanding of the course material.
4. There was a sense of course community through the online environment.