The Mid-semester Assessment eXperience, an evidence-based process aimed at gathering student insights into your teaching, can help you gauge what is advancing student learning and what is less effective. Informally, it can be done during your class period through self-assessment. A more formal assessment can be led by a UCITE staff member or faculty colleague through an mid-semester survey or small group instructional diagnosis/focus groups.
What should I be thinking about when I design my mid-semester assessment?
Why?
To do a student "temperature check." What elements of your pedagogy are supporting student learning? What could be obstructing it? MAX asks the students themselves. The purpose of a MAX is to hear the student voice while you still have time in the semester to adapt your teaching.
When?
Mid-semester! By the halfway mark, students have had time to get to know you and your teaching style, and should be able to give you informed feedback.
Where?
Typically in class -- student response rates tend to increase when they're given time in class to complete the assessment.
How?
It's up to you! We've shared three "flavors" in the table below. Your choice depends entirely on what kind of information would be most helpful to you.
What are my assessment choices?
| Self | Peer | Focus Group | |
|---|---|---|---|
| Design |
Informal |
Semi-Formal | Formal |
| Administrator | You | A departmental colleague or UCITE staff member | UCITE staff member |
| Question type | No more than 3 or 4 open-ended; 1 or 2 Likert Scale | Open-ended: On what specific elements of your teaching do you want to focus? | Open-ended |
| Location of assessment | In class (you should leave the room when students are responding) | In class | In class (you will not be in the room at all) |
| Duration | 5 - 10 minutes | An entire class period; more if you request it | 25 - 30 minutes |
| Student anonymity | Absolute | Absolute | Absolute |
Benefits of Midterm Student Feedback*
Instructor Reflection and Growth
- Provide formative, actionable feedback for growth
- Promote individual and collaborative reflection
- Improve instructor - student rapport and communication, including SET ratings
Student Motivation and Satisfaction
- Increase student motivation and participation
- Communicate value for student perspectives
- Encourage student camaraderie and peer learning
Institutional Community and Belonging
- Cultivate a culture that values teaching
- Reduce the sense of isolation in teaching by creating community among faculty
- Foster a sense of both student and faculty belonging to the institution
*From Critical Teaching Behaviors: Defining, Documenting, and Discussing Good Teaching. Lauren Barbeau and Claudia Carnejo Happel, 2023, Routledge.