The interim evaluation is a follow-up on the reconciliation of mutual expectations which took place at the beginning of the semester.

Here, you can ask the students to describe their impression and outcome of the course - in their own words and perhaps with point of departure in overall questions e.g. focusing on the coherence between the course and the degree programme; on whether the teaching has fulfilled the overall objectives; on the collaboration between the student and the lecturer; on how the student views his or her own learning process in relation to the course; and on what could be done differently. Here, it would be useful to consider which objectives were met, which were not, and whether new objectives emerged during the course.

Below, you will find examples of interim evaluation types:

Interim evaluation


The students interview each other in groups taking a starting point in a broad question such as “What is your personal learning outcome of the teaching? Does it live up to your expectations, why/why not? What can be done better?”. Each group composes a short written summary. Together, the lecturers and the students attempt to elaborate and discuss the possible consequences and follow-up.

The Delphi method

On a piece of paper, each student lists three good things about the course and three things which could be improved. Afterwards, the papers may circulate between the students until they return to the author. When the students receive a piece of paper, they read the statements and put a mark next to the ones they agree with. The results are a series of statements about the teaching and an indication of how many students agree with the individual statements.

Finally, the class and the lecturer may proceed to discuss the result. Choose the statements which most students agree with - in both the positive and less positive category - and discuss them. In this way, not all statements will be discussed, and it could be a good idea to conclude the session by asking the students if there are any other topics they wish to comment on. In large classes, the students may be divided into groups who each circulate their papers among the group members. Advantages of this method are that the students contribute to setting the agenda via their statements, and that all students must consider and take a stand on all statements.

Quick Survey

Make a survey in e.g. Google Form or Blackboard. Go here for guides and more inspiration.

Mentimeter - student response system

Use real time voting to quickstart a dialouge.

Find a guide to Mentimeter here

Ongoing dialog

Continuous evaluation: 1-minute paper

During the last minutes of the lesson, the students write down their immediate and spontaneous reaction to the teaching. The method can be applied systematically after each lesson or more randomly when the need occurs. The teacher can ask the students to write down what he/she thinks it could be important to know. For example, whether the students are able to see the connection between the finished lesson and the objectives of the course. Whether the presentation of the subject matter is appropriate. Whether there is an appropriate interaction between the lecturer and the students. Whether the students have any unanswered questions.

Questions or problems can be addressed at the beginning of the next lesson. In this way, the students are able to see the coherence of the lessons, and any misunderstandings can be prevented.

Continuous dialogue 1: Lecturer and steering group

At the beginning of the course (e.g. in the first lesson), the lecturer and the class choose a group of students who make up the steering group. The other students can give their feedback to the steering group who then pass the feedback on to the lecturer. The steering group can be composed in various ways, but it is important that the group represents all students and not just the most persistent ones. Students who are not comfortable giving personal feedback to the lecturer may ask the steering group to pass on the feedback.

Continuous dialogue 2: Lecturer and selected students

At the beginning of the semester, the lecturer can select two or three random students who must give their own informal feedback on the teaching - either in the break or after the lessons. In this way, the lecturer receives immediate feedback on the teaching even though the level of activity in the lessons might be low.

You can find further inspiration for continuous evaluation of your teaching, e.g. live votes, class tests, and the possibility of asking questions and getting comments from students who can answer directly from their computer, smart phone or tablet on