Resources

Formative feedback is an intentional, voluntary, developmental strategy for instructors to receive feedback about their teaching, with the goal of better understanding and improving student learning.

Formative Feedback Resources

The Taylor Institute's Educational Development Unit has launched a formative feedback initiative to provide instructors with information, resources and strategies to incorporate into their teaching. You are welcome to download, adapt and use the following resources.


Class representatives: A formative feedback strategy for teaching development

Dr. Heather Addy, PhD, teaching professor and Associate Head, Department of Biological Sciences at the University of Calgary, shares her success with a class representative program to obtain formative feedback. Included in the resource is a how-to guide for setting up and administering a class representative program.

Download the document (PDF)

Creating a feedback form using the survey tool in D2L

A step-by-step guide, created by the Taylor Institute's instructional design team, on creating a formative feedback survey on D2L.

Download the documnet (PDF)

Focus on formative feedback for teaching development: A guide

A comprehensive guide for instructors to receive feedback about their teaching with the goal of better understanding and improving student learning.

Download the guide (PDF)

Gathering feedback from students

A comprehensive website from Vanderbilt University with information, forms, surveys and techniques for gathering feedback. Download resources and adapt for your needs.

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Genuine peer-observation of teaching

A five-step model developed by University College Dublin for a peer observation process, with steps for both observer and observed. The model is intentional, developmental and structured.

Download the one-page guide (PDF)

Mid-term evaluation question ideas

Prepared by Princeton University, this tip sheet contains sample questions for several different types of classes (problem-solving/laboratory, discussion-oriented, team/group work), as well as general questions.

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Receiving and giving effective feedback

This quick reference document has a Creative Commons license and can be adapted. Centre for Teaching Excellence, University of Waterloo.

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Using mid-term evaluation to promote student learning

This Princeton University resource (from the McGraw Centre for Teaching & Learning) provides sample questions and processes that can be adapted to invite student feedback for teaching development.

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Student ratings: Myths vs. research evidence

This article by Dr. Micheal Theall, PhD was originally published in the Teaching Forum (Fall, 2003), Center for Teaching at Vanderbilt University.

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Student Feedback


Making Sense of Student Feedback

"Making Sense of Student Feedback" provides guidelines for Department Heads, Deans, Associate Deans, and education leaders who are responsible for supervising, mentoring and assessing academic staff. Download

Download