IEF Question Bank
The informal early feedback you collect can be easily personalized. It depends on the questions you choose. The IEF Question Bank offers a variety of question with a focus on several aspects of instruction. Use them as is, modify them, or design your own to get the kind of feedback you want. An additional resource, the On-line ICES Catalogue, offers a comprehensive list of questions including some on very specific topics.Rated Questions
There are many kinds of rated questions. Some use the likert scale; others use a multiple choice format. Still others may call for explanations or reasons why.Focus on content
The content presented is (too fast 54321 too slow)The content is (easy 54321 difficult)
The course is too theoretical. (strongly agree 54321 strongly disagree)
In lectures, the balance of theory and real world examples is appropriate.
(more theory 54321 more examples) (Can use descriptor “just right” under 3)
I can see the relationship between what I learn in class to what I will need for the future.
(strongly agree 54321 strongly disagree)
The balance of time spent on small group vs. large group work is:
( ) far too much small group ( ) a bit too much small group ( ) about right
( ) a bit too much large group ( ) far too much large group
Focus on instructor
The instructor seems to sense when students do not understand.(yes definitely 54321 no, not at all)
The instructor is sensitive to student concerns. (yes, definitely 54321 no, not at all)
The instructor is well prepared for class. (yes, definitely 54321 no, not at all)
The instructor encourages participation in class. (yes, definitely 54321 no, not at all)
The instructor circulated among small groups equally.
( ) always ( ) most of the time ( ) about ½ the time ( ) rarely ( ) never
How effective was the instructor at facilitating learning in small groups?
( ) excellent ( ) very good ( ) adequate ( ) not good ( ) poor
During discussion section, how much feedback did you receive on your solutions?
( ) sufficient ( ) nearly sufficient ( ) little ( ) very little ( ) none
Focus on student learning
Examples and illustrations have helped my understanding(Very much 54321 not at all)
How confident are you that you understand topic (very confident 54321 not confident)
What are the reasons for material being unclear (check all that apply)?
( ) unclear presentations by the instructor ( ) no opportunity to ask questions
( ) lack of preparation/participation by you ( ) other
How much effort are you putting into this course? (lots 54321 little)
Focus on specific topics
How helpful have the following activities been? (very helpful 54321 not at all)In-class group exercises
Self-quizzes
Class discussion
Graded homework assignments
Web sites
Discussion boards
Review sessions
Other topics unique to your class
Aspects of grading
How well do you feel the exams, so far, are reflecting the course content? (very well 54321 not well at all)The grading is fair on assignments. (yes, always 54321 no, never)
The grading is fair on exams. (yes, always 54321 no, never)
Open-ended Questions
What activities in this class best help you learn the material? Why?Are you doing the non-required homework on a regular basis? Why or why not?
Have you attended any review sessions? Was the format helpful? How would you like to have the review sessions organized?
How are you using the course management system (Compass, Moodle)?
How does the use of new technologies help you learn? Examples: clickers, podcasts, Power Point in lectures, web assignments, etc.
(For large lecture classes) How are you feeling in this class – isolated, connected? Is this a benefit or a hindrance?
You may also want to think about other forms of and/or reasons for feedback. For example, the one-minute paper can provide a quick and simple way to collect written feedback on student learning. Likewise, the muddiest point will let you know which points were most unclear in a particular lesson or topic. You can read more about these and other kinds of feedback under Teaching Topics - Assessment & Grading.