Many class evaluations use fill in the dot forms with scales asking students to rate instructors on certain qualities based on a scale from one to four or from one to five. To make evaluations most effective, the scales should be explained clearly to students, with specific definitions for each number. For example, students could be told that a five means, "This teacher does this as well as any teacher I've had," or that a five means, "This teacher does this almost every day." These definitions are more specific than the "always" or "sometimes" often used as a definition.
Open-ended questions should be focused rather than broad. For example, ask "What assignments were the most valuable to your learning?" rather than "What did you like about this course?" Writing questions in the first or second person is also more effective. For example, "Did the professor cover the material at a pace that you could follow?" is better than, "Did the professor present material at an appropriate pace?"
Students give better quality, more honest and more accurate responses when they understand the significance of the evaluations. If they understand that a teacher's career can be impacted, and if they understand that their opinions will be read and taken seriously by the teacher and the administration, students are more likely to respond and respond positively. So, for the most effective evaluations, instructors should give oral instructions highlighting the benefits of evaluations before they are administered.