Mid-course feedback

Mid-course feedback aims to provide every undergraduate and taught postgraduate student with an opportunity to feed back during each course on what is going well, any issues, and to receive a response to feedback while the course is still running.

Schools must ensure that mid-course feedback is collected and responded to for all undergraduate and taught postgraduate courses which run for 10 weeks or more. 

Students should ensure that the feedback they provide remains constructive and that it does not breach the  University’s Dignity and Respect Policy.  Students should be aware of the potential for unconscious bias when providing feedback.

Information on equality, diversity and unconscious bias

What is mid-course feedback?

Assistant Principal Academic Standards and Quality Assurance and the Head of Quality Assurance and Enhancement Team in Academic Services, explain the importance of mid-course feedback for both staff and students, and present findings from a recent evaluation to determine the effectiveness of mid-course feedback across the University, as well as providing tips on how to conduct this type of feedback.

 What is mid-course feedback?

Hybrid teaching

The examples provided below are from previous academic years, before hybrid teaching. In 2020/21, staff will be using a variety of ways to gather and respond to mid-course feedback, from Learn to online surveys and interactive tools such as TopHat or Mentimeter.

Example – BluePulse and continuous feedback

A learning technologist in the Business School, describes a pilot project that uses a social feedback platform to engage students and staff in continuous course feedback.

 BluePulse and continuous course feedback

Example – Financial Services Marketing course (Business School)

The Course Organiser, helped by the class representative, used coloured post-it notes to gather feedback from students on the course.  Different colours of post-it notes were used for students to indicate what they felt should stop, start, or continue and any other comments. The Course Organiser explained the process and then left the room to give students time to fill in the post-it notes anonymously. The class representative then got the students to stick the completed post-it notes on the wall in coloured groups. The Course Organiser came back into the room, looked at the comments and immediately gave brief responses to the students on their feedback. This was followed up afterwards with a detailed response to students written by the Course Organiser. The feedback from students on the course was overwhelmingly positive. The few issues raised were not significant and many were addressed before the next lecture. Where changes were not able to be made, the students were content to know the reasons for this.

Example - Using Top Hat (Vet School)

The video explains how the lecturer used Top Hat to get real time feedback from students.

Valuing mid-course feedback

Assistant Principal Academic Standards reflects on the value of mid-course feedback, provides a reminder of policy and guidance available, and explains its place amongst other student voice mechanisms.

 Valuing and supporting mid-course feedback

A language assistant in the School of Literatures, Languages and Cultures, contributes to the Enhancement Themes work that the University is engaged in to close the gap between student and staff perceptions of feedback.

 Student feedback: The key to course improvement