Mid-Module Check-ins
Mid-module check-ins provide the opportunity for feedback at the mid-point of each module. Presenting opportunities to enhance student performance and the overall student experience.
Mid-module check-ins are a form of feedback designed to gather students' input and insights around a particular module. Mid-module check ins are conducted to help both colleagues and students make timely adjustments to improve the learning experience.
Mid-module check-ins occur around the midpoint of a module which allows for feedback to be collected before the module concludes, giving colleagues an opportunity to make improvements where necessary.
The primary purpose is to gather feedback from students on their module experience so far. This includes aspects like teaching methods, course materials, assessments, and overall satisfaction.
Feedback collected during mid-module check-ins is intended to inform colleagues about what is working well and what might need adjustment. This process is particularly valuable for making immediate changes in response to student needs.
While many module leads already gather student feedback and informally address student comments and suggestions throughout the academic year, the mid-module check-in ensures that all students have an equal opportunity to provide their feedback. Consequently, it represents an excellent opportunity to highlight the University's commitment to valuing and prioritising the student voice.
Reporting
It is important that all feedback gathered from students through the mid-module check-ins is reflected on and any actions fed back to the student body is linked up with your School’s agreed approach to closing the feedback loop.
Programmes leads should timetable mid-module check-ins at the mid-point of each module.
At Programme Level
Setting up a Canvas Community or Teams to communicate with an entire student cohort can help you build a learning community. This virtual space can be used during the academic year to regularly check in with a student cohort and get feedback on how students are getting on.
At Module Level
The following suggestions include virtual as well as present-in-person approaches to check in with students and get a view of how they are doing.
In-class questionnaire
- Vevox - the questions could be delivered using Vevox in lectures/seminars/tutorials
- Alternative methods of delivery may also include using other online survey tools such as MS Forms or Surveymonkey and providing students with a link or the use of paper handouts.
Suggested Questions:
- What is your overall rating of this module? (5 point multiple choice – Very Good to Very Poor)
- What are the best features of this module? (free text answer)
- How could this module be improved? (free text answer)
- What could be done to enhance student engagement? (free text answer)
Start, Stop, Continue feedback
This is delivered in similar style to mid-semester questionnaires (Download Resource)
The purpose of this is to get a snapshot from students to attempt to determine what students would like to see brought into the module, what should be removed or changed and what is being well received. This can be done virtually via MS Form or Zoom/Teams poll, or in a present-in-person classroom setting.
Canvas discussion boards and quizzes
These can be used within the module to get a sense of how your students are doing.
Zoom and Teams
The chat functionality allows students to ask questions (privately to the tutor, or viewed by the group), and polls can be introduced (these can be anonymous or not).
Student focus groups
Using similar style questions, a small focus group of students can be selected from the cohort and given the opportunity to feedback. Selection of students should be conducted on a voluntary basis. These students should be encouraged to seek out the thoughts and experiences from other members of the cohort prior to attending the focus group. Students should be asked to sign up to avoid having an over-subscription of volunteers. It is suggested that a focus group of this style should comprise between 6-10 students. Additionally, it is suggested that Module Leaders ‘pair up’ with other leaders to deliver cross-module evaluation to allow for emphasised impartiality and anonymity for students. Staff are encouraged to seek informed consent from students participating in focus groups using a consent form.
- Statements may be used to focus students feedback in areas of concern:
- What are the best features of this module?
- How could this module be improved?
(Download Resource, Example Consent Form)
| Focus groups can be organised virtually via Zoom or Teams (both with option for breakout rooms). |
Tutorial/seminar group session feedback.
Similar in style to focus groups, tutorials and seminars (either present-in-person, or online) can be used as an opportunity to engage students in providing their opinion. This can be administered by student demonstrators within sessions and fed back to module leaders. This allows for a degree on anonymity in student feedback. Small group discussions can be used to allow effective feedback and control more vocal students. Here, too, this can be organised via Zoom or Teams.
At the first Directors of Education Forum in academic year 22/23, practices of three Schools were shared and discussed.