Interpreting your reports
As you read through your reports, bear in mind that Stanford’s student course feedback forms are designed to direct students’ attention towards their own learning. The responses should reflect how much and how well students learned in your course. The teaching feedback form, however, directs attention to individual section instructors.
You are shown response distributions because they give a better overall picture than mean scores. For example, it is more meaningful to take a distribution range as showing the “% excellent or good.”
Look for patterns: are the distributions consistent and in the ranges you expect? Are there unusual clusters, such as a “spike,” or a very high and very low grouping?
A single mean score can be a few decimal points higher or lower simply due to the random sample of students in a particular course from term to term. An increase or decrease of a few decimal points should not necessarily be interpreted as a significant change. For more information, read our discussion paper on the reliability of evaluation statistics (PDF).
Finally, it is common to concentrate on outliers or unique responses, but it is more useful to look for patterns and trends than speculate about an isolated score.
Begin with general questions:
- What’s working well?
- What categories might I devote more attention to?
- In those categories, what two or three specific adjustments might I consider?
- Are there substantial issues I’d like to tackle in my course design and teaching methods?
Can the written comments help make sense of the results? Review the comments for themes or particular areas of concern or approval.
Interpreting statistical measures
These resources can help you understand and identify appropriate summary statistics and the reliability of statistical measures:
- Choosing and Interpreting Summary Statistics (PDF, 872 KB)
- Stability of Course Evaluation Statistics (PDF, 898 KB)
Interpreting category results
The course report is divided into categories to help you reflect on the results and, where indicated, adjust your teaching strategy or course design.
Student Learning Outcomes
Student learning is addressed in the “Learning Goals” and “Student Learning” sections of the course report.
Are students more likely to report achieving some learning goals than others? Are the goals well-articulated?
- Does my own assessment of my teaching match that of my students’? If not, why not?
- Can I apply the principles of student learning to the learning outcomes?
- Are there issues to address in the course design or teaching methods?
- Is my course attracting the students I expected, with appropriate interests and prior knowledge? If not, what adjustments in course description, learning goals, and materials might I consider?
Attendance and Engagement
Are students attending the course regularly? Are students spending a reasonable amount of time on the course outside of class?
Instruction and Organization
Is the course structure clear to students? Could it be revised?
The section on course elements allows you to assess the relative usefulness to students of different course elements. Are some elements more effective than others?
Making sense of qualitative feedback
Qualitative feedback from student comments can be a valuable source of insight into the results.
You can view anonymous individual student responses, as well as comments only, by selecting Response Report from the list of available reports.
Compare the comments of students who gave the course a very positive response with the comments of students who gave the course a less positive response. This may help you identify the most important issues to address, and can also help you make sense of contradictory comments.
Look for themes
Note any criticism that appears more than once, even if the majority of comments are at odds with the criticism. There may be a significant sub-group of students who could benefit from course modifications or alternative approaches.
Maintain Your Perspective
Try to maintain your perspective when reading negative comments. Under the protection of anonymity, students may write negative comments that you find difficult to read. These comments may be motivated by pressures and concerns unrelated to your course.
If you receive a number of negative comments among your evaluations, you may want to discuss them with a trusted colleague or a CTL consultant. Talking with someone can help you keep perspective and restore your teaching confidence, while helping you explore ways to address any possible problems in future courses.
Questions or concerns?
Key dates for end-term feedback
Check the dates for end-term feedback for the academic year.
Frequently asked questions
Get answers to some common questions.
Key principles of evaluation
Key ideas guiding evaluations and student feedback at Stanford.