Another semester has come and gone and course evaluations are finished, with reports ready to be released to faculty. Our campus made the decision to keep course eval surveys open through the end of final exams, which was a tricky decision because our campus also has rolling grade release. Instructors submit grades within 72 hours of the completion of the final exam and when they click ‘Submit’, the grades become available to students, which if the final exam is early in the week, they could potentially see their grade before they evaluate the course. This is where one of the accountability pieces come in: one of the reasons we evaluate courses/instructors is to hold them accountable to the students for improving their courses and teaching. Students want to provide feedback that can improve the student learning experience.
Yikes! From all of the literature and “best practices” I have read, this practice is strictly taboo, for the following stated reasons:
- Surveys should close before final exams because student perception of the course/instructor could become biased after taking the final exam (if he/she thought the exam was hard or if the student thought that they performed poorly).
- Surveys should close before grades are released because students would unfairly evaluate a professor based on the grade he/she received.
For the past two semesters, we’ve thrown caution to the wind and have done both, under the rationale that the final exam and even the course grade are part of the course and that students should have the ability to evaluate the course in its entirety. Which has become cause for consternation among a few vocal faculty who believe that the students will unfairly evaluate them and bias their overall evaluation results because of the grade they receive or the difficulty of the final exam.
To perform due diligence, we are able to parse the evaluation data by date submitted and are now looking at a sample of courses to compare on the question, “What overall grade would you give this course?” (Scale: A-F). Early indications are that there is no significant difference between the course rating before the final exam/grade release and after the final exam/grade release. In fact, there appears to be no correlation whatsoever. Bear in mind that we’ve pulled a small sample to provide administration with some preliminary findings on this issue, but we are now beginning to look at the data en masse to determine if any biases are seen in among specific courses, disciplines, class sizes, etc.
Stay tuned for more results and data!
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This is such an important conversation — the timing of course evaluations can definitely impact the fairness and usefulness of student feedback. Allowing surveys to remain open during or after final exams creates a tricky situation where emotions and perceived performance can heavily influence the responses.
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bizgrowthHub , we often explore how accountability systems — whether in education or business — can shape better outcomes. In fact, in our recent post on remote employee management software, we discuss how feedback timing and transparency can directly impact team performance and morale. It’s not just about gathering opinions — it’s about when and how you collect them to get the most honest, helpful insights.
Really appreciate posts like this that spark deeper reflection on how systems affect human behavior. Thanks for sharing!
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The class review highlights how accountability plays a key role in both teaching and learning. It shows that responsibility goes both ways — between students and educators.
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