In every class I teach, I include an informal teaching evaluation in the middle of the term. There are two purposes. First, evaluating before the semester is over allows me to address issues as the course proceeds. Second, because I can respond to their suggestions while they are still in class, it allows students to feel heard, and gives them greater ownership in the course.

This evaluation has changed over time. Initially, I conducted a full anonymous evaluation, where every student filled an evaluation. However, the range of feedback was too wide, and I couldn’t respond effectively. Now, I ask students to collaborate in groups of ten to discuss their questions and fill one evaluation. This reduces the number of reports, and also forces students to prioritize important issues within their in the group. The evaluations are thus clearer, and more effective. Further, I can now effectively respond to their evaluations. Each group sends in their report through an appointed representative. In a large class, these representatives often evolve to be my connection to other more shy students.