Course Evaluations: Why Wait to See How You Did? We tend to think of the course evaluation as a survey administered at the end of the term. Manv institutions require this activitv as a way to solicit input on instructor performance and monitor course content. This article describes a strategy for avoiding or diminishing the disappointment we may experience upon reading an end-of-term evaluation that includes students’ negative feelings and concerns. Involving the Learners How many times have we as participants in a class wanted to give immediate feedback to the instructor on how to make the content more understandable or the delivery better? The feeling is common: however, many students / participants will not speak up or write a note. Androgynous training suggests that learners should have a say in how the course or session is structured and how it is being administered. Rather than wait for learners to tell us at the end of the course what they liked or did not like about our instructional methods, we should seek interim feedback. Interim evaluations serve two main purposes: ¢ They allow instructors the opportunity to modify delivery style or materials while a significant portion of the course remains to be taught. ¢ They send a message to students that their input is valued and that they have a say in the learning process. Evaluation Format Interim evaluations should tell us whether the course material is meaningful and useful to the learner and should identify the activities that most effectively pro- mote learning. They may ask more open-ended ques- tions than end-of-term instruments. For example, these questions may be appropriate: ¢ How are you feeling about this course in terms of its value to you now and in the future? Is there anything else that could be done to increase the value for you? e Explain your feelings about the depth of the subjects being presented. e What is the best/most disappointing aspect of this course so far? ¢ How can it be improved? ¢ How might delivery of materials be improved? ¢ Is the instructor providing clear examples to reinforce the material? Comment. ¢ Comment on the clarity of handouts and supplemen- tal reading. Suanne D. Roueche, Editor March 31, 1995, Vol. XVII, No. 10 © The University of Texas at Austin, 1995 Further duplication is permitted by MEMBER institutions for their own personnel. When to Get Input @ The most common time for an interim evaluation to occur is halfway through a course, but an important | consideration is the point at which the learners will have a good feel for the course content and objectives. Admin- istering the evaluation too early or too late will defeat the purpose. Giving Feedback Students should be given the results of the evaluation right away. They should be told what can and cannot be changed, and why. These explanations will help them feel that the experience was worthwhile. In addition, feedback can change the tone and feeling of the courses. Outcomes Finally, interim evaluations help the instructor im- prove or refine a course at a critical time. The evaluation may take some extra time to construct and te conduct, but the potential to improve the learning experience makes the effort worthwhile. Terry R. Lowe, Instructor, Management For further information, contact the author at Lincoln College, 715 West Raab Road, Normal, IL 61761. INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development (NISOD), Department of Educational Administration, College of Education, SZB 348, The University of Texas at Austin, Austin, Texas 78712, (512) 471-7545. Funding in part by the W. K. Kellogg Foundation and the Sid W. Richardson Foundation. Issued weekly when classes are in session during fall and spring terms. ISSN 0199-106X.