Student Feedback

Narrator: Two students and a professor discussed the idea of involving students in shaping feedback forms for more useful results. Donna: I've always felt that course evaluations don't really capture what students want to say. The questions are too generic, like, was the instructor effective? But they don't ask about specific things that mattered in the class. What if students help design the evaluations? Student: That's a great point, Donna. I usually fill them out quickly because they don't feel meaningful. Half the time, I'm not sure what kind of feedback the professor actually wants. If students were involved in shaping the questions, the results might be more relevant and helpful. Professor: That's an interesting idea. I've used course evaluations for years. And while I appreciate the feedback, I often wish the questions went deeper. Sometimes the responses are vague, and I'm left guessing what students really meant. I'd be open to student involvement if it meant getting clearer insights. Donna: Exactly. Students could help add questions that reflect current learning challenges, like how effective digital resources were or whether group work was managed well. We experienced the course differently from faculty, so we noticed things others might overlook. Professor: And maybe we could have a section with rotating student submitted questions depending on the course. For example, in a science class, students might wanna give feedback on lab clarity, while in a literature course, the focus could be on reading load or discussion quality. Student: That could definitely work. Of course, we'd still need to ensure the questions are respectful, constructive, and aligned with institutional goals. But if students contribute thoughtfully, it could make evaluations more dynamic and course specific. Donna: It could even increase participation. I know a lot of students skip evaluations because they feel like their feedback won't change anything. If they saw their peers helped shape the form, they might take it more seriously. Student: And the results would benefit future students too. If evaluations lead to actual course improvements, it shows the system works. But for that, the feedback has to be detailed and actionable, not just ratings on a one to five scale. Professor: That's one of the biggest issues with current evaluations. Numbers don't always tell the full story. I often find the written comments much more valuable even if they're brief. Encouraging students to provide specific examples or suggestions would make a big difference. Donna: Maybe professors could even dedicate five minutes in class to discuss how evaluations are used. I think students would engage more if they knew their feedback isn't just filed away. Student: And a student faculty working group could review the evaluation process annually to refine the questions. Professor: That's a great idea. Collaborating on evaluations is a step toward making that happen.