By: Maryellen Weimer, PhD
Can students collaborate on the feedback they provide faculty? How would that kind of input be collected? Both are legitimate questions, and both were answered by a group of marketing faculty who developed, implemented, and assessed the approach.
The first argument, supported by research cited in their article, establishes the value of collecting midterm feedback from students. Students tend to take the activity more seriously because they still have a vested interest in the course. The teachers have the rest of the course to make changes that could potentially improve their learning experiences. There’s also research that documents when midcourse feedback is collected and the results are discussed with students, end-of-course ratings improve. And they don’t improve because teachers are doing everything students recommend—sometimes a policy doesn’t need to be changed so much as it needs to be better explained.
The faculty involved in this project reasoned that having students collaborate on feedback for the instructor might have several advantages. It could increase student engagement with the process. Almost across the board now, there are concerns about the low response rates generated by online course evaluations. In addition, students don’t generally put much effort into the feedback they provide. In one study cited in the article, students self-reported taking an average of 2.5 minutes to complete their evaluations. Because doing an evaluation collaboratively was unique and happened midcourse, faculty thought that maybe students would get more involved in the process.
They also wondered if the quality of the feedback might be improved by the interactive exchange required to complete it. And along with that, they thought the process could increase students’ feelings of accountability by virtue of providing feedback in a public venue. Perhaps it would be harder for students to get away with making highly critical, personal comments.