Strategies to improve student completion of online course evaluations:

  • Let students know early in the semester that class evaluations will be electronic and they will be given time in class to complete them. For future semesters, consider using language in your syllabus that addresses student evaluations to alert them they should be paying attention to their learning throughout the course.  
  • Encourage students to respond and let them know the importance of completing the evaluations. Share how you have used the results in the past and give specific examples.
  • Give students assurance that their responses are unidentifiable and that aggregate reports are available only after final grades have been determined. 
  • Make sure students have the URL( https://msubillings.campuslabs.com/courseeval ) to access the evaluation. 
  • Allow class time to complete the mobile-friendly evaluations. This provides students more time to think through their responses and reinforces the importance of evaluations in the teaching and learning mission of the university. 
  • Allow class time to complete the evaluations. This provides students more time to think through their responses and reinforces the importance of evaluations in the teaching and learning mission of the university. 
  • Let students know you are interested in positive and negative feedback on the course. Describe the kind of feedback you find most useful such as providing specific examples.
  • Remind students to complete the evaluations. In one study, faculty increased response rates to 61% by simply reminding students to complete the evaluation (Goodman, J., Anson, R. and Belcheir, M., (2015). The effect of incentives and other instructor-driven strategies can increase electronic student evaluation response rates. Assessment & Evaluation in Higher Education, 40 (7), 958-970.
  • Provide incentives – point or non-point based. Making an evaluation an assignment, even with no point value attached raised response rates 7% in one study. The Campus Labs platform allows faculty to monitor class-wide response rates; individual responses remain anonymous. Instructors at some institutions set a target response rate and then reward the class if the target is reached.   
    • In one study, Goodman, Anson, and Belcheir surveyed 678 faculty across a range of disciplines asking them to report how they were trying to boost online response rates. Among those surveyed, 13% reported that they did nothing to improve the rates and that, on average, 50% of their students completed the forms. Those who did something to encourage students to complete the evaluations generated response rates of 63%.
  • Inform students that others, including department and school administrators, will potentially read their evaluations and use their feedback when evaluating instructors for merit and promotion and in curriculum planning.