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Instructors have direct access to all of the results for every question asked on the course feedback survey, as well as powerful online tools that enable them to generate custom reports. These reports allow instructors to know what parts of their teaching were effective, and is used as part of their faculty review file.

How do I achieve maximum response rates on my evaluations?

We highly encourage you to contact your students directly and emphasize the importance of their feedback.  Key points to discuss include:

  • How you use their feedback, and apply it to your instruction
  • Their influence on retention, promotion, and tenure at the university.
  • Assistance to other students in selecting instructors for their course of study

Direct them to our student page for more information!


Standard Survey Questions

The following are the Standard Student Course Feedback Survey Questions, evaluated on a scale of 1 (Strongly Disagree) to 6 (Strongly Agree)

 Click here to preview a sample course survey

About the Course:

  • The course objectives were clearly stated.
  • The course objectives were met.
  • The course content was well organized.
  • The course materials were helpful in meeting course objectives.
  • Assignments and exams reflected what was covered in the course.
  • I learned a great deal in this course.
  • Overall, this was an effective course.

Free Response:

  • List two things about the course content, materials or design that were effective for your learning, or make constructive suggestions for improvement.

About the Instructor:

  • The instructor was organized.
  • The instructor presented course content effectively.
  • The instructor created/supported a classroom environment that was respectful.
  • The instructor demonstrated thorough knowledge of the subject.
  • As appropriate, the instructor encouraged questions and opinions.
  • The instructor was available for consultation with students.
  • Overall, this was an effective instructor.

Free Response:

  • List two things about this instructor that were effective for your learning, or make constructive suggestions for improvement.


Previewing Your Course Survey Questions

Login to SmartEvals at You will need your CIS login information (uNID and CIS password).

(If you are asked to watch a tutorial video, you can either watch it, or "skip" or "skip permanently." If you 'skip permanently,' you can always access the "Help Videos" from the "Help" menu at the top of the screen.)

Click the icon under the Preview column to open a preview of that course’s feedback form. The preview appears exactly how the students in your course will see the form.

If you need to request changes to your course feedback survey, please work through your department. Email to identify the staff contact for SCF in your department.

Preview Course Survey Questions


Add Survey Questions

The SCF system allows instructors to add up to three questions to their course surveys. Log into SmartEvals and then follow the instructions below.

  1. Find the course you want to add questions to and click Add Q's.

     Add Questions

  2. Click Edit to add personalized questions for the course.

    Add Questions

  3. Click Add Questions.

    Add Questions

  4. Format the question in the order listed, then select CreateQuestion.

    Add Questions

  5. After creating your question click, I'm done adding questions.


View SCF Reports

Login to SmartEvals at with your CIS credentials (uNID and CIS password). You may be asked watch a "Tutorial Video."  You can either watch the video, or click the "Skip" or "Skip Permanently" button.

On the "My EvalCenter" page, locate the See column and click the Graph icon link in the row of the course for which you want to view feedback. Doing so will take you to that particular course's student course feedback report. 

View SCF reports for instructors

If the surveys are still open to students, then instructors cannot view feedback. Instead of a Graph icon, there will be a date listed when the report will be available.

SCF Report Terminology

Pictured below is a sample student course feedback (SCF) report for a Summer 2013 course. Explanations are given below the picture for terms marked with red numbers.
Report Terminology 1
  1. Numbers in this column refer to the number of students who completed the survey question.
  2. RR (Response Rate) refers to the percentage of students from the course who filled out the survey question.
  3. My AVG is the average response from the course survey, on a 1-6 scale. 1 correlates to Strongly Disagree, with 6 correlating to Strongly Agree.
  4. COMM AVG is the overall average for the department across all semesters since Fall 2007.
  5. COMM SU13 is the department's average for that particular semester, i.e., Summer 2013.
  6. DIV AVG is the college's average across all semesters since Fall 2007.
  7. DIV SU13 is the college's average for that particular semester, i.e., Summer 2013.
  8. SCH AVG is the University's average for all semesters since Fall 2007.
  9. SCH SU13 is the University's average for the listed semester, i.e., Summer 2013.
  10. GRP refers to the two different question sets students are asked, those related to the course and those related to the instructor.
  11. Your last name will appear here. Questions asked related to you will also have your last name. These questions factor into the average for Instructor-related Questions on the survey.



SCF Report Comparison

Reports from the current SCF system have the same information as in the old reports (PeopleSoft). The yellow-highlighted numbers correlate to the same information on the two reports. The blue refers to the department and red to the course.

Current Reports in Smart Evals SCF System

Current Report Overview

Old Reports in People Soft System

SCF Report Comparison


Understanding your SCF Results

Meet with a CTLE Consultant - Click here to request
Request one of our Higher-Education Instructional Consultants or Graduate Fellows to review your SCF report. They will meet with you afterward to go over your SCF results individually with you, offering suggestions for improvement in future semesters.

Meet with the SCF Program Manager
Email or call us to set up an appointment. We'll go over the terminology used in your report and offer suggestions for future semesters, such as how to get a higher response rate from students.


Important things to keep in mind about your results

Formal Teaching Evaluations, such as RPT - It is important that multiple sources of information are used when evaluating teaching effectiveness (Beran, Violato & Kline, 2007; Seldin, 2006; Ory 2001). Research suggests no more than 30-50% of teaching evaluation should come from student ratings (Hoyt & Pallett, 1999) and that student course feedback data should not be used alone in assessing teaching effectiveness (Cashin, 1995).

Response Rates - Reliability varies depending upon the number of student who submitted results. The greater the number of student responses, the more reliable the data (Cashin, 1995).

Recommend Ratings Response Rates
Class Size Recommended Response


At least 80%; more recommended


At least 75%; more recommended


At least 66%; 75% or more recommended

50 or more

At least 60%, 75%, or more recommended

100 or more

More than 50%, 75%, or more recommended

Source: Franklin and Theall (1991).

Research recommends that items with fewer than ten responses be interpreted with particular caution (Cashin, 1995) and for representative results data is required from at least two-thirds of the class (Cashin, 1990). Response rate (Forms Processed/Enrollment), should be 60% or more.



Beran, T., Violato, C., Kline, D. (2007). What’s the ‘use’ of student ratings of instruction for administrators? One university’s experience. Canadian Journal of Higher Education, 17(1), 27-43.

Cashin, W. (1995). Student ratings of teaching: The research revisited (IDEA Paper No. 32). Manhattan, KS: Kansas State University Center for Faculty Evaluation and Development.

Cashin, W. (1990). Student ratings of teaching: Recommendations for use (IDEA Paper No. 22). Manhattan, KS: Kansas State University Center for Faculty Evaluation and Development.

Franklin, J. (2001). Interpreting the numbers: Using a narrative to help others read student evaluations of your teaching accurately. In K.G. Lewis (ED.), Techniques and strategies for interpreting student evaluations [Special issue]. New Directions for Teaching and Learning, 87, 85-100.

Hoyt, D.P., & Pallett, W.H. (1999). Appraising teaching effectiveness: Beyond student ratings (IDEA Paper No. 36). Manhattan, KS: Kansas State University Center for Faculty Evaluations and Development.

Ory, J.C. (2001). Faculty thoughts and concerns about student ratings. In K.G. Lewis (ED.), Techniques and strategies for interpreting student evaluations [Special issue]. New Directions for Teaching and Learning, 87, 3-15.

Seldin, P. (2006). Evaluating Faculty Performance: A Practical Guide to Assessing Teaching, Research, and Service. Uses and Abuses of Student Rating.



Get in touch with us at or (801) 585-1976.

Last Updated: 9/14/18