CoursEval: Student Guidance

This question is asking you to consider whether the course stayed on track according to the syllabus (the official plan for the class) or if the instructor made changes that were well communicated. The syllabus sets important expectations for the course. If the instructor doesn’t follow the syllabus, it can lead to confusion and disrupt students’ ability to plan and succeed. In answering, think about:

• Did the instructor cover topics in the order as outlined in the syllabus?
• Were assignments due and graded as outlined in the syllabus?
• If there were changes to the schedule or content, were they communicated clearly and in advance?

A positive response means the course followed the syllabus or any deviations were well explained, while a negative response indicates that changes were made without proper communication.

Here, you’re being asked to reflect on whether the things you were graded on (like exams, papers, or projects) were relevant to what was actually covered in the course. To answer this, consider:

• Do the exams or assignments cover material that was addressed in class or in previous assignments?
• Keep in mind that if you missed many classes or assignments, you may not be able to answer this question.

A positive response means that graded assessments are aligned to the course content, while a negative response suggests there are gaps or mismatches in the course alignment.

This question is about whether the instructor helped you understand how you would be evaluated in the course. To answer:

• Does the syllabus outline grading criteria?
• Were there resources (like study guides or rubrics) that helped you prepare for exams or complete assignments?

If you received clear guidance on what was expected, a positive response is in order. If you did not receive guidance on how to succeed or on what success looks like, you may answer negatively.

This question is asking about the frequency and quality of feedback. Reflect on:

• Did the instructor go over exams, or other graded assignments, in class?
• Were you given feedback that helped clarify what you needed to improve or maintain?

A positive response means you felt supported with clear, constructive guidance on how to meet your instructor’s expectations, while a negative one suggests you felt uncertain about how to meet your instructor’s expectations.

This question asks about your level of involvement in the course. Consider:

• Did the course design allow you to engage with the material actively, rather than just passively receiving information?
• Were you encouraged to participate in interactive lectures, discussions, exercises, group work, peer reviews, collaborative projects, or hands-on tasks?

If the course included engaging activities that helped you connect with the material, a positive response is appropriate. If it felt like you mostly just listened to lectures with little interaction, a negative answer may reflect that.

Students in online asynchronous courses are asked this question in lieu of of the item on active learning.

This question is asking about the organization and accessibility of the course materials in an online format. Reflect on:

• Was the course platform (e.g., Brightspace) organized in a way that made it easy to find readings, lectures, and assignments?
• Did the layout of the course materials make sense, or did you often feel lost trying to locate what you needed?

A positive answer would indicate that the course materials were well-organized and easy to locate. A negative response would suggest that the materials were hard to find or confusing to navigate.

This is asking about the overall environment of the course. Think about:

• Did the class environment have a friendly atmosphere?
• Were there efforts to be inclusive, respectful, and supportive?

A positive answer would indicate that you felt comfortable and included, while a negative answer would suggest you may have felt unwelcome or isolated.

Students in online asynchronous courses are asked this question in lieu of of the item on sense of welcome.

This question is about the diversity of the materials provided in the online course and whether they cater to different learning styles. Consider:

• Were the materials provided in multiple formats (like written content, video lectures, images, or audio)?

A positive response means the course materials were varied and flexible, helping you engage with the content in ways that suited your learning preferences. A negative response indicates that the materials were limited to one format.

This question is assessing the availability and effectiveness of communication channels. Consider:

• Were there different ways for you to reach out to the instructor or teaching assistants (email, office hours, discussion forums)?
• Were you encouraged to use these channels to ask questions or seek help?

If there were multiple ways to reach out to your instructor, respond positively. If communication options were limited, difficult to use, or if it was difficult to get in touch with your instructor, then a negative response would be fitting.

This is asking you to reflect on how difficult you found the course. Think about:

• Were the materials, assignments, and activities challenging but manageable?
• Did the course feel appropriately difficult for the level it was supposed to be?

Remember, college courses are meant to challenge you — the learning process often involves effort and persistence through moments of struggle and that’s where real growth happens. Choose an answer based on whether you found the course too easy, too hard, or just right. Your responses will help your instructors understand where adjustments to pacing, content, or workload may be needed.

This question asks you to estimate the total time commitment for the course in a typical week.

For this, you need to do a little math. Consider:

1. A 3-credit course is about 3 hours of class time per week. A 4-credit course is about 4 hours a week.
2. Typically each week, how much time did you spend on course tasks outside of class time?
   • Add the weekly hours of class time (your answer to (1) above) to the weekly hours spent on tasks outside of class (your answer to (2) above). That’s the total number of hours spent on the course in an average week.

This will give the instructor a sense of how much time students are investing in the course.

This open-ended question invites you to reflect on what worked well for you in the course. Consider:

• Was there a particular teaching method, assignment, or class activity that helped you understand the material?
• Was there something that stood out to you as especially effective in helping you learn?

This is an opportunity to highlight what you found most valuable. Your instructors can use this feedback to incorporate more of what works well for students.

This question asks for suggestions on how the course could be improved. Consider:

• Was anything unclear in the course, like assignment instructions or feedback?
• Was there anything you felt was missing that would have helped you succeed more easily?

Select all relevant options. If you have any other suggestions, you can share them in Q13.

This is your chance to add any thoughts or feedback that weren’t addressed in the previous questions. Reflect on:

• Is there anything that stood out to you, either positively or negatively?
• Is there anything that you think is important for the instructor to know?

If you selected “Other” in the previous question (Q12), you can share your suggestions for improvements here.

As you share your final thoughts, keep in mind that college-level courses are meant to challenge you, and your constructive feedback helps your instructors understand where the course design works well and where improvements can be made to better support student learning. So, take this opportunity to reflect thoughtfully and honestly. 

This question is asking you to evaluate whether the writing assignments were broken down into smaller, manageable steps to help you improve your work over time. When answering, consider:

• Did the instructor provide a clear process for completing the assignments, such as starting with planning or outlining before moving on to the actual writing?
• Did the assignments allow you to focus on each part of the writing process separately, so you could approach the task step by step?

A positive response would suggest that the instructor provided a clear and organized approach to completing assignments, helping you develop your writing more effectively. A negative response would indicate that the assignments were given as a whole without guidance on how to approach each part of the writing process.

This question is asking you to reflect on whether you had the chance to make changes to your writing assignments that improved them. To answer this, consider:

• Did the instructor provide opportunities to revise your work based on feedback or reflection?
• Were you encouraged to review and refine your writing before submitting a final version, rather than submitting it as-is?

A positive response would suggest that the instructor gave you chances to improve your writing through revisions, helping you strengthen your skills. A negative response would indicate that you did not have opportunities to revise or improve your writing before the final submission.