# Course evaluation survey questions

Connect learner feedback to teaching decisions.

If nothing was unclear or difficult, say so. Skip questions about steps you did not experience; use not applicable where appropriate.

## 1. Which topic was hardest to understand?

Answer: ____________________

## 2. Which exercise helped you apply the material?

Answer: ____________________

## 3. What should change before the next course?

Answer: ____________________

## 4. Which explanation would benefit from another example?

Answer: ____________________

## 5. How well did the assessments match the material taught?

Answer: ____________________

## Author notes / illustrative keys where applicable

1. Locate the concept learners could not follow so the course lead can revise its explanation. Separate unfamiliar prerequisite knowledge from unclear teaching before changing the syllabus.
2. Identify an exercise connected to a usable task, then preserve its relevant practice steps. Enjoying an exercise alone does not demonstrate application of the material.
3. Collect a concrete revision for the next delivery and compare it with the course objectives. A preferred change may concern logistics rather than teaching effectiveness.
4. Find an explanation that needs a worked illustration, allowing the trainer to choose a matching example. Additional examples should address the named misunderstanding rather than lengthen every section.
5. Compare the assessed tasks with what learners encountered and practiced. Investigate reported mismatches against the materials; dissatisfaction with a score does not establish misalignment.

Interpretation caution: Satisfaction is not proof that learning objectives were achieved.


## Illustrative finding and follow-up

Observation: Illustrative learners report clear lectures but an assessment requiring a skill they did not practice.

Action to test: Align exercises with assessed tasks and explain the expectations before assessment.

Follow-up: After testing the action, revisit this original observation: Illustrative learners report clear lectures but an assessment requiring a skill they did not practice. Repeat the relevant experience prompts with people who encountered the change. Compare specific explanations and sample differences; do not claim causation from the before-and-after responses.


## Collection protocol

When and whom to ask: Learners after the relevant module and assessment, with an option to comment on material they could not access.

Decision owner: The course lead separates explanation gaps, exercise design and assessment alignment. An enjoyable class does not establish learning.

Follow-up: Revise the named explanation or exercise, then ask the next comparable cohort which topic remained hardest. Use a separate assessment to check learning and account for changes in the cohort.

Response handling: Do not ask learners to disclose grades or disability details in an open comment. Describe who reads comments and keep participation separate from grading.