Mid Semester Feedback forms

What are Mid-Semester Feedback Forms and why should you complete them?

Mid-Semester feedback forms are the primary way in which your class reps gather feedback to pass to your module coordinators and senior staff at the semesterly Student Staff Consultative Committee. They are crucial to staff and School/Department Presidents, for they inform us of how the student body is finding their modules at a time when adjustments can still be made. They will primarily be communicated to students through a School/Department President email from around Week 4 onwards.

It is crucial that you fill out these forms! They form the basis of discussion for academic representatives and ensure that your voice is heard in the School. We review feedback in great detail, and it can be elevated to a University level should it be necessary. Please remember that feedback can be both positive and negative, and we always welcome requests to give thanks to module staff and their teaching delivery. Doing so not only improves staff-student relations but also ensures module staff know what they should keep for the years ahead. Modules are constantly evolving in reaction to student input, and your feedback is always welcome in guiding future iterations of the module.

Giving constructive feedback:

Constructive feedback is specific and actionable and supportive. It should highlight strengths, identify areas for improvement and provide clear suggestions of how this might be achieved.

- Focus on actions and the learning experience, not personality or individual teachers

- Suggest improvements: provide alternative solutions or suggestions to improve your learning experience

- Highlight positives: Say what you enjoyed or found helpful and why

Anonymity:

While every effort will be made to protect your anonymity, please be aware that in a small class setting your responses may inadvertently reveal your identity, therefore care should be taken when responding to protect your identity.

Resources for Reps

Here, academic representatives can find useful resources to build their feedback forms:

Advice to Reps

Designing your survey:

You must use Qualtrics or Microsoft Forms and only ask questions from the question banks below.

Reduce Survey Fatigue

· Avoid asking too many questions or repeating questions across surveys.

· Focus only on information that can lead to action.

· Coordinate survey timing to prevent clashes with other surveys or deadlines.

Standardise Data Collection

· Use consistent question wording, scales, and survey templates.

· Align questions across modules or cohorts where possible.

· Collect data in comparable formats to identify trends over time.

· Ensure data is easy to analyse and report.

Increase Survey Responses

· Keep surveys short and focused (5 minutes or less).

· Clearly explain why feedback matters and how it will be used.

· Share surveys through multiple channels (email, VLE, social media, lectures).

· Use reminders strategically without overwhelming students.

Close the Feedback Loop

· Share key findings with students after the survey closes.

· Communicate actions taken as a result of feedback.

· Highlight "You Said, We Did" examples to demonstrate impact.

· Thank students for participating.

Short, consistent, action-focused surveys lead to higher participation, better quality data, and more meaningful improvements for students.

Analysing survey responses:

Focus on the Evidence

· Base conclusions on the survey results, not personal opinions or expectations.

· Look for patterns across responses rather than individual comments.

· Ensure findings are supported by the data collected.

Avoid Confirmation Bias

· Be open to feedback that challenges your assumptions.

· Consider both positive and negative responses equally.

Represent All Voices Fairly

· Report the full range of views, not just the loudest or most extreme comments.

· Consider whether responses represent a broad section of students.

· Highlight areas of agreement and disagreement.

Use Quantitative and Qualitative Data Together

· Analyse ratings and numerical results to identify key trends.

· Use comments to understand the reasons behind those trends.

· Avoid drawing conclusions from a small number of comments.

Be Transparent About Limitations

· Consider response rates when interpreting results.

· Acknowledge when sample sizes are small or may not reflect the whole cohort.

· Clearly distinguish between facts, trends, and assumptions.

Present Findings Clearly and Objectively

· Use simple charts, summaries, and key themes.

· Share findings in neutral language.

· Focus on actionable insights and recommendations for improvement.

The role of School Presidents and Class Reps is to accurately reflect student views, not to advocate for a predetermined outcome.

Class Rep Question Bank

Overall Experience & Open Feedback

REQUIRED QUESTION: Rate your overall experience on this module (excellent- good-average- disappointing- very disappointing)
REQUIRED QUESTION: Please provide positive feedback on your experience in this module (open text box)
REQUIRED QUESTION: Please provide any areas for improvement for this module (open text box)
Please provide any other comments about the module or School (open text box)
Please use this space to recognise any staff members you wish to praise (open text box)

1. Teaching & Learning

Classes are well-structured, with clear links between learning and assessment. (strongly agree- strongly disagree)
My lecturer/tutor effectively answers questions. (strongly agree- strongly disagree)
Opportunities exist for me to develop my understanding and skills. (strongly agree- strongly disagree)
How appropriate is the number of labs, tutorials or seminars on this module? (very appropriate- not appropriate)
What teaching methods do you find most effective and why? (open text box)
Do components of your module (lectures, labs, tutorials, seminars) complement each other? (open text box)
How manageable is your workload related to tutorials, readings, and assignments on this module? (very manageable- not manageable)

Inclusivity in teaching / curriculum

How well do lecturers diversify the curriculum to include multiple perspectives? (very well- not well)
To what extent do lecturers incorporate diverse perspectives into the curriculum? (very well- not well)
How well represented do you feel ethnic student groups are within the curriculum? (very well- not well)

Sustainability in teaching/ curriculum

Have you encountered modules integrating sustainability? (always- sometimes- never)
How satisfied are you with sustainability in your modules? (very satisfied- dissatisfied)
To what extent do you think the School of XXX is performing well in environmental sustainability? (very well- not well)
Do you think there is enough focus on sustainability in this module? (strongly agree- strongly disagree)
Would you like more content on sustainable practices? (yes-maybe-no)
Do you have any suggestions to improve sustainability engagement in this module and in our school? (open text box)

2. Assessment & Feedback

Were the arrangements for assessment and feedback explained clearly? (very well- not well)
Were the marking criteria for all coursework assessments provided? (yes-maybe-no)
Do you believe assessment criteria are clear, fair, and consistently applied. (strongly agree- strongly disagree)
Feedback is specific, constructive, and actionable. (strongly agree- strongly disagree)
How prepared do you feel for upcoming assessments? (very well- not well)
Have you been provided with opportunities to complete practice assignments? (yes-maybe-no)
Deadlines are reasonable and allow enough time for completion. (strongly agree- strongly disagree)
Do you understand why you are learning content and does the curriculum have clear links to the assessment of the module? (strongly agree- strongly disagree)
Have you had the opportunity to develop graduate attributes as part of this module which are relevant to their wider life outside of the education sphere? (yes-maybe-no)

3. Learning Resources

Were the learning resources available and accessible? (yes-maybe-no)
Learning and teaching resources, both physical and digital, were kept up to date and relevant (strongly agree- strongly disagree)
Have accessible Panopto lecture recordings been made available? (yes-maybe-no)
Are learning and teaching resources up to date and relevant? (yes-maybe-no)

Accessibility

In-person teaching venues are accessible (strongly agree- strongly disagree)
Lecture slides are accessible (strongly agree- strongly disagree)
Field trips are accessible (strongly agree- strongly disagree)
My learning accommodations have been respected (strongly agree- strongly disagree)
Do lecturers ensure teaching sessions are accessible (e.g., materials, breaks)? (very well- not well)
Would you benefit from short breaks during lectures? (yes-maybe-no)

4. Organisation & Management

Were course timetables set and communicated to you in a timely manner? (yes-maybe-no)
Were exam timetables set and communicated to you in a timely manner? (yes-maybe-no)
Communications from staff are relevant, accurate and timely. (strongly agree- strongly disagree)
Were the Intended Learning Outcomes of the module provided? (yes-maybe-no)
Do you know who to contact if you require help with module material and assessment? (yes-maybe-no)
Do you know where to find the extension request form? (yes-maybe-no)
Do you feel the process for granting extensions is fair? (yes-maybe-no)

Structure & coherence

Classes are well structured (strongly agree- strongly disagree)

Workload balance

How manageable is your workload (very manageable- not manageable)

5. Student Support & Guidance

Academic & pastoral support

Do you feel comfortable asking lecturers or tutors for help? (yes-maybe-no)
I have sufficient contact time with staff to support effective learning. (strongly agree- strongly disagree)
I feel confident visiting lecturers’ offices for help. (strongly agree- strongly disagree)
I feel confident asking lab demonstrators for help. (strongly agree- strongly disagree)
I am satisfied with the level of support from my supervisor. (strongly agree- strongly disagree)
Do staff facilitate a respectful, constructive and compassionate learning environment? (yes-maybe-no)
I feel adequately supported by my adviser in the School. (strongly agree- strongly disagree)
Do you feel the School provides appropriate support with deadlines? (strongly agree- strongly disagree)
Do you understand how to access the academic appeals process? (yes-maybe-no)
Do you understand how to apply for an extension? (yes-maybe-no)

Advising

I find academic advising useful. (strongly agree- strongly disagree)
I have regular contact with my advisor. (strongly agree- strongly disagree)
I would seek out my advisor for academic support. (strongly agree- strongly disagree)
I was provided sufficient advice and guidance on the module pathways through my degree. (strongly agree- strongly disagree)

Awareness of support

Do you know who your School Wellbeing Officer is? (yes-maybe-no)
Do you know who to go to in order to access support with your academics? (yes-maybe-no)
Do you feel informed about financial assistance? (yes-maybe-no)

6. Learning Community & Student Engagement

Cohort experience

How well integrated do you feel as part of the cohort? (very integrated- not integrated)
How respectful have you found other students regarding diversity? (very respectful- not respectful)
How would you rate your sense of connection with peers? (very well connected- not connected)
Do you have opportunities to participate in the social life of the school? (yes-maybe-no)
Do you feel comfortable accessing our school community space (eg. Physics Café)? (yes-maybe-no)
Do you know who your Class Reps are? (yes-maybe-no)
Do you feel like your Class Reps represent you effectively? (yes-maybe-no)

Group learning

Do you feel the School provides sufficient opportunities and guidance for group study? (yes-maybe-no)

Social integration

Do you feel the School provides enough opportunities for social events? (yes-maybe-no)
Would you like more social events or workshops? (yes-maybe-no)
What barriers have you faced to social or academic integration? (open text box)

7. Transitions & Progression

Second year modules represent reasonable progression from first year modules. (strongly agree- strongly disagree)
The transition from Sub-honours to Honours is manageable. (strongly agree- strongly disagree)
I had enough information to make informed Honours module choices. (strongly agree- strongly disagree)
I felt supported after returning from study abroad. (yes-maybe-no)
How do you feel about the transition to Honours? (open text box)
I had enough information to make informed sub-honours module choices. (strongly agree- strongly disagree)
I felt supported after returning from industry placement. (strongly agree- strongly disagree)
I felt supported on industry placement. (strongly agree- strongly disagree)
I felt supported on study abroad. (strongly agree- strongly disagree)
I feel encouraged to engage with the Careers Centre. (strongly agree- strongly disagree)

PGT Rep Question Bank