91

Mercury course evaluations logo

Course evaluations are open!

Fall 2024 deadlines:

  • December 4 (condensed evaluation period)
  • December 21 (default evaluation period)

Find out which period your unit uses.

91.CA / Mercury / Instructors / Add Questions to your Course Evaluation

Create meaningful questionnaires

View your unit's current questionnaire

This page contains resources to support academic units and individual instructors in their efforts to create course evaluation questionnaires that yield student feedback that can be acted on.

Find more information about course evaluation questionnaires:

Need help writing questions?

Contact Teaching and Learning Services for a .

Bank of recommended questions

This bank contains questions that address aspects of the course and instructors’ teaching that have an impact on student learning. The feedback from these questions should provide useful information for improvement.

The questions are sorted according to 12 categories. Within each category, questions are identified as course-related questions (A), instructor-related questions (B), classroom questions (C), and general questions (D). When there are multiple instructors, the instructor-related questions (B) are asked for each instructor while the course-related questions (A) are asked only once.

  • Most questions are answered on a 1-5 scale where 1 = Strongly disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly agree. Where appropriate, custom answer options can be used.
  • A “Not Applicable” (N/A) option should be included where appropriate (e.g., the question does not apply to all students responding to the questionnaire).
  • Comment boxes may be included for any question. Please see the Policy for more information about comments requirements.

1. Expectations

A. COURSE QUESTIONS

1.A.1. The course objectives were clearly articulated.
1.A.2. Learning expectations were clearly communicated.
1.A.3. Grading expectations for assessments (e.g., projects, papers, tests) were made clear.
1.A.4. The prerequisites adequately prepared me for this course.
1.A.5. The co-requisites for this course were appropriate.
1.A.6. Expectations for assignments were clear.
1.A.7. Expectations for assignments were provided well in advance of the assignment due date.
1.A.8. The course description in Minerva was accurate.
1.A.9. Changes to the course schedule were announced in a timely fashion.

B. INSTRUCTOR QUESTIONS

1.B.1. The instructor told us what we could expect to learn as a result of taking this course.
1.B.2. The instructor had reasonable learning expectations.
1.B.3. The instructor’s feedback on assessments (e.g., projects, papers, tests) provided guidance on how to improve my performance in the course.
1.B.4. The instructor expressed interest in seeing students in the class succeed.

2. Course content

A. COURSE QUESTIONS

2.A.1. The course content matched the course objectives.
2.A.2. There was close agreement between the stated course objectives and what was actually addressed.
2.A.3. The material addressed is relevant for my future.

B. INSTRUCTOR QUESTIONS

2.B.1. As the course progressed, the instructor showed how each topic fit into the course as a whole.
2.B.2. The instructor identified key pieces of information in the course.
2.B.3. The instructor incorporated current developments in the field.
2.B.4. The instructor incorporated current events in the course content

3. Teaching strategies

A. COURSE QUESTIONS

3.A.1. The assignments were engaging.
3.A.2. The assignments were helpful for my learning.
3.A.3. I had the opportunity to share my ideas and knowledge.
3.A.4. The course materials (e.g., readings, lecture notes, in-class exercises) contributed to learning the subject matter.
3.A.5. The use of teaching technology (e.g., myCourses, videos, Polling @ 91) was effective. (N/A recommended if included on unit questionnaire)
3.A.6. The learning activities were integrated effectively into the course.
3.A.7. Teaching Assistant (TA) support was essential to this course. (N/A recommended if included on unit questionnaire)
3.A.8. Activities outside of class (e.g., myCourses discussions, homework) complemented in-class activities.
3.A.9. Lecture recordings helped my learning. (N/A recommended if included on unit questionnaire)
3.A.10. The course materials were easy to access.
3.A.11. Having co-instructors teach this course supported my learning.
3.A.12. This co-taught course was well coordinated among the multiple instructors.

B. INSTRUCTOR QUESTIONS

3.B.1. The instructor encouraged students to participate actively.
3.B.2. The instructor’s teaching strategies helped me learn.
3.B.3. The instructor made the objectives of each class session clear.
3.B.4. The instructor incorporated engaging activities.
3.B.5. The instructor’s use of teaching technology (e.g., myCourses, videos, Polling @ 91) was effective. (N/A recommended if included on unit questionnaire)
3.B.6. Considering the size of the class, the instructor provided adequate opportunities for questions during class time.
3.B.7. Considering the size of the class, the instructor provided adequate opportunities for discussion during class time.
3.B.8. The instructor’s teaching methods were effective.

4. Evaluation and feedback

A. COURSE QUESTIONS

4.A.1. The evaluation methods used in this course were fair.
4.A.2. Feedback on course assignments contributed to my learning.
4.A.3. I received meaningful feedback on tests and other work.
4.A.4. Considering the size of the class, feedback was provided promptly.
4.A.5. The instructional materials (e.g., readings, notes) were helpful for completing assignments.
4.A.6. The feedback I received helped me understand my grades.

B. INSTRUCTOR QUESTIONS

4.B.1. The instructor provided useful feedback on my progress in the course.
4.B.2. The instructor provided useful feedback on my work.
4.B.3. The instructor used different forms of evaluation methods.

5. Interest

A. COURSE QUESTIONS

5.A.1. In this course, I felt motivated to learn.
5.A.2. As a result of this course, I have a greater appreciation for this field of study.
5.A.3. This course made an important contribution to my program of study.
5.A.4. Attending class was a valuable use of my time.

B. INSTRUCTOR QUESTIONS

5.B.1. The instructor stimulated my interest in the course.
5.B.2. The instructor’s use of examples increased my interest.

D. GENERAL QUESTIONS

5.D.1. Approximately how often have you attended the classes in this course? [0-20%, 21-40%, 41-60%, 61-80%, 81-100%]
5.D.2. Approximately how many hours per week did you devote to this course? [0 - 6, 7 - 9, 10 - 12, 13 - 15, 16 or more]

6. Difficulty

A. COURSE QUESTIONS

6.A.1. In general, the level of difficulty in this course was appropriate.
6.A.2. Course topics were dealt with in sufficient depth.
6.A.3. Considering the number of credits assigned to the course, the workload was appropriate.

B. INSTRUCTOR QUESTIONS

6.B.1. The instructor explained difficult material clearly.
6.B.2. The instructor was able to simplify difficult materials.

7. General learning outcomes

A. COURSE QUESTIONS

7.A.1. As a result of this course, I have improved my speaking skills.
7.A.2. As a result of this course, I have improved my writing skills.
7.A.3. As a result of this course, I have improved my laboratory skills. (N/A recommended if included on unit questionnaire)
7.A.4. As a result of this course, I have learned to critically evaluate scientific papers.
7.A.5. After completing this course, I feel prepared for future courses in this program.
7.A.6. This course encouraged me to be creative.

8. Learning environment

A. COURSE QUESTIONS

8.A.1. The atmosphere in this course was excellent for learning.
8.A.2. The course respected diverse ways of learning.
8.A.3. There was a collaborative atmosphere in this course.

B. INSTRUCTOR QUESTIONS

8.B.1. The instructor demonstrated respect for individual differences (e.g., disabilities, gender, race, religion, sexual orientation).
8.B.2. The instructor related to students in ways that promoted mutual respect.
8.B.3. The instructor promoted an atmosphere conducive to learning.

9. Diversity, inclusion, and accessibility

A. COURSE QUESTIONS

9.A.1. The course content included diverse perspectives.
9.A.2. I felt comfortable sharing my ideas and knowledge.
9.A.3. The course readings (e.g., PDFs, e-texts) were offered in an accessible format. (N/A recommended)
9.A.4. The instructional materials (e.g., visuals) were presented in an accessible format. (N/A recommended)
9.A.5. The course assessments were offered in an accessible format. (N/A recommended)

B. INSTRUCTOR QUESTIONS

9.B.1. The instructor demonstrated respect for individual differences (e.g., disabilities, gender, race, religion, sexual orientation).
9.B.2. The instructor made adjustments to address students’ personal circumstances (e.g., family care obligations, financial circumstances, illness). (N/A recommended)
9.B.3. The instructor made adjustments to fit individual abilities. (N/A recommended)
9.B.4. The instructor related to students in ways that promoted mutual respect.
9.B.5. The instructor was available to help students outside of class time, whether in person, by email, or via online meeting

10. Interaction with Faculty members

B. INSTRUCTOR QUESTIONS

10.B.1. The instructor was helpful to students seeking advice. (N/A recommended)
10.B.2. The instructor was available outside of class (whether in person, by email, in online formats) for feedback and clarification.
10.B.3. Considering the size of the class, the instructor was available for individual consultation. (N/A recommended)

11. Institutional resources and support

C. CLASSROOM QUESTIONS

11.C.1. I liked this classroom for this course.
11.C.2. This classroom facilitated interaction between students and the instructor.
11.C.3. This classroom facilitated interaction among students.
11.C.4. Overall, the instructor’s use of the classroom features had a positive impact on my learning.
11.C.5. What is your favourite thing about this classroom?
11.C.6. If you could change one thing about this classroom, what would you change and why?
11.C.7. The lab/classroom was physically accessible.
11.C.8. The physical facilities (e.g., classroom, furnishings) were appropriate.

D. GENERAL QUESTIONS

11.D.1. Library staff were helpful to me in conducting my research for this course (e.g., in class, in the library, via email or online chat). (N/A recommended)
11.D.2. Library resources were helpful for completing my work for this course. (N/A recommended)
11.D.3. Registering for this course was a smooth process.
11.D.4. I received accurate information about the course from the department.

12. Recognition

B. INSTRUCTOR QUESTIONS

12.B.1. This instructor deserves a teaching award. In your comments, explain why.
12.B.2. This instructor should be recognized for their excellent teaching. In your comments, explain why

Teaching assistant questions

Up to one additional question related to teaching assistants may be included.

Sample questions:

TA.1. Overall, the Teaching Assistant provided valuable help during the lab/course.
TA.2. The support available from the Teaching Assistant (e.g., responses to questions in person or via e-mail) was useful to my learning.
TA.3. Conferences helped me better understand the course content. TA.4. Tutorials helped me better understand the course content.
TA.5. Teaching Assistant office hours contributed to my learning. (N/A recommended)
TA.6. The Teaching Assistant was effective in fulfilling their role.
TA.7. This Teaching Assistant deserves a teaching award. In your comments, explain why.
TA.8. This Teaching Assistant should be recognized for their excellent teaching. In your comments, explain why.

Guidelines for writing meaningful questions

If you would prefer to write your own questions, rather than choose from the bank of questions, here are some guidelines to help you with the process.

General guidelines:

  • Most questions are answered on a 1-5 scale where 1 = Strongly disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly agree. Where appropriate, custom answer options can be used.
  • A “Not Applicable” (N/A) option should be included where appropriate (e.g., the question does not apply to all students responding to the questionnaire).
  • Comment boxes may be included for any question. Please see the Policy for more information about comments requirements.
  • Use gender-neutral language (e.g., “their” instead of “his/her” when referring to an individual).

Specific guidelines (with examples):

  1. Ask for feedback on only one aspect of your course or teaching per question.

    Instead of: “The activities in class and the video assignment helped me learn.” (“Strongly agree” to “Strongly disagree”) …

    Ask two questions:

    • “The activities in class helped me learn.”* (“Strongly agree” to “Strongly disagree”)
    • “The video assignment helped me learn.”* (“Strongly agree” to “Strongly disagree”)

  2. Ask about student learning rather than enjoyment.

    Instead of: “I enjoyed the video assignment.” (“Strongly agree” to “Strongly disagree”) …

    Ask: “The video assignment helped me learn.”* (“Strongly agree” to “Strongly disagree”)

  3. Match the answer options to the question type.

    Instead of: “Did the video assignment help you learn?” (“Strongly agree” to “Strongly disagree”) …

    Ask: “The video assignment helped me learn.”* (“Strongly agree” to “Strongly disagree”)

  4. Use language that your students will understand.

    Instead of: “The activities in class (e.g., think-pair-share, one minute papers) helped me learn.” (“Strongly agree” to “Strongly disagree”) …

    Ask: “The activities in class (e.g., talking with a partner, writing reflections at the end of class) helped me learn.” (“Strongly agree” to “Strongly disagree”)*

  5. Phrase statements in the positive.

    Instead of: “I did not find the peer review exercise helpful.” (“Strongly agree” to “Strongly disagree”) …

    Ask: “I found the peer review exercise helpful.”* (“Strongly agree” to “Strongly disagree”)

  6. Be precise about the terms used in your question.

    Instead of: “I attended class on a regular basis.” (“Strongly agree” to “Strongly disagree”) …

    Ask: “Approximately how often have you attended the classes in this course?” (0-20%, 21-40%, 41-60%, 61-80%, 81-100%)

  7. Do not ask questions that may compromise student anonymity.

    Do not ask questions such as: “What grade did you receive on the midterm?” (A range, B range, C range, D range, F)

  8. Ask questions that your students are well-placed to answer.

    Instead of: “The instructor has up-to-date knowledge of the subject matter.” (“Strongly agree” to “Strongly disagree”) …

    Ask: “The instructor incorporated current events in the course content.” (“Strongly agree” to “Strongly disagree”)

  9. Be specific about the feedback you want so that you can act on it.

    Instead of: “What did you think about the course?” (comments only) …

    Ask specific questions such as:

    • “Identify one thing the instructor should start doing to facilitate your learning.”* (comments only)
    • “Identify one thing the instructor should continue doing to facilitate your learning.”* (comments only)
    • “Identify one thing the instructor does that negatively affects your learning and should therefore stop doing.”* (comments only)

  10. Refer to students in the first person to make the questions more meaningful.

    Instead of: “Students had the opportunity to share their ideas and knowledge.” (“Strongly agree” to “Strongly disagree”) …

    Ask: “I had the opportunity to share my ideas and knowledge.” (“Strongly agree” to “Strongly disagree”)

*In recognition that individual instructors and academic units can write their own questions, this question is not taken from the bank of recommended questions.

While this web page is accessible worldwide, 91 is on land which has served and continues to serve as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. Teaching and Learning Services acknowledges and thanks the diverse Indigenous peoples whose footsteps mark this territory on which peoples of the world now gather. This land acknowledgement is shared as a starting point to provide context for further learning and action.

Back to top