Construct a student survey with targeted questions. Even if your university requires you to use a standardized survey, you can still create a separate survey asking questions about specific areas of your teaching. For example, if you tried a new format for the course, you could ask if students liked the organization. Think about the areas where you think you need improvement, and ask students for feedback.
Include both multiple-choice and open-ended questions (the type where students can write in their own answers). Multiple-choice questions allow you to easily tally the results and get an overview of student opinions. Additionally, a very simple set of open-ended questions can generate detailed, interesting responses. For example, you might ask "What would you improve about this course?" or "What was the most worthwhile aspect of this course?" Open-ended questions allow for a broader analysis than multiple-choice questions; however, the data is less easy to compile.
Have a colleague proofread your surveys before you distribute them. Another professor can check to see if your questions make sense without additional explanations.
Choose an appropriate day and time to administer the surveys. Many professors wait until the last day of class. Be sure to let students know in advance when you will give the survey and how much you value their input.
Administer the survey. Most universities ask you to leave the room during the evaluation period. This helps ensure that you are not looking at individual evaluations while the students are completing them. Have a student or colleague collect the surveys. Some schools require the surveys to be submitted to a departmental office until you have submitted final grades.
Review the responses. Look for patterns on specific questions. Perhaps the students are giving you low or high scores on one item. You will begin to get a sense of your strength and weaknesses. Read through the open-ended responses to get a feel for whether students were generally pleased or displeased with the course. Again, look for patterns. Did students complain about the grading, the amount of work or some other aspect of the course? Did students express appreciation for your lecture skills or approachability?
Generate a list of areas needing improvement. Your data should help you discover your weaknesses.
Set goals to improve in one or two areas during the upcoming year. For example, if you discover students thought the lectures were dry and boring, you could brainstorm ways to increase student interest and participation.