45 student feedback survey questions for any course or class
This bank contains 45 student feedback survey questions in seven sections: course content, the instructor, materials and resources, workload and pacing, engagement, support and accessibility, and open-ended reflection. Effective student surveys are short, anonymous, and timed well — a brief mid-course pulse lets you fix problems while the class is running, while an end-of-course survey captures the full picture. Anonymity is what makes the honest answers possible.
How do you use this question bank?
Decide when and why you're asking. A mid-course survey should be short (3–6 questions) and focused on things you can still change this term — pacing, clarity, workload. An end-of-course survey can be longer and more reflective, covering content, the instructor, and overall value. Don't reuse the same long form for both; the timing changes what's useful.
Make it anonymous and say so. Students give franker, more useful feedback when they trust that responses can't be traced to them, especially on instructor questions. Mix rating scales for trackable items with open text for the why, and keep one or two open questions at the end where the best insights usually live. A free tool with unlimited responses like Formkii supports anonymous responses, rating scales, and CSV export for the whole class.
| Timing | Sections to use | Length |
|---|---|---|
| Early / mid-course pulse | Workload + engagement + content | 3–6 questions |
| End-of-course evaluation | All sections, sampled | 10–15 questions |
| After a specific unit or project | Content + materials | 4–6 questions |
| Instructor self-improvement | Instructor + engagement + open-ended | 6–10 questions |
Course content questions
- How clear were the course's learning objectives?
- How relevant was the course content to your goals?
- Did the topics build on each other in a logical order?
- Was the level of difficulty appropriate for you? (Too easy / About right / Too hard)
- Which topic did you find most valuable, and why?
- Which topic was least useful or could be cut?
- How well did the assessments reflect what was actually taught?
- Did the course meet the expectations set at the start?
Instructor questions
- How clearly did the instructor explain concepts?
- How well-prepared was the instructor for each session?
- How approachable was the instructor when you had questions?
- Did the instructor provide useful, timely feedback on your work?
- How effectively did the instructor manage class time?
- Did the instructor treat all students fairly and respectfully?
- How enthusiastic and engaging was the instructor?
Materials and resources questions
- How useful were the assigned readings and materials?
- Were the materials easy to access and well-organized?
- How helpful were slides, handouts, or recordings?
- Did you have the tools and software you needed?
- Was the cost of materials reasonable for the value they added?
- Were there resources you wished had been provided?
Workload and pacing questions
- How would you describe the overall workload? (Too light / About right / Too heavy)
- Was the pace of the course manageable?
- Roughly how many hours per week did you spend on this course outside class?
- Were deadlines reasonable and clearly communicated?
- Did the workload feel evenly distributed across the term?
- Was there enough time to absorb material before assessments?
Engagement questions
- How engaged did you feel during the course overall?
- Which activities helped you learn the most? (lectures, discussion, projects, labs)
- Did you feel comfortable participating and asking questions?
- How well did group work or collaboration function?
- Did the course keep your interest from start to finish?
- What would have made the course more engaging for you?
Support and accessibility questions
- Did you know where to go for help when you needed it?
- How responsive was support (office hours, email, forums) when you reached out?
- Were accommodations and accessibility needs handled well?
- Did you feel the learning environment was inclusive and welcoming?
- Were there barriers that made it harder for you to participate or succeed?
- How well did the course technology (LMS, video, tools) work for you?
Open-ended reflection questions
- What was the most valuable thing you took away from this course?
- If you could change one thing about this course, what would it be?
- What advice would you give a student about to take this course?
- What did the instructor do that you'd want them to keep doing?
- Is there anything else you'd like us to know?
- How likely are you to recommend this course to another student, and why? (0–10)
Run a quick anonymous pulse around the one-third mark of the term with just two questions: "What's working well?" and "What should change while there's still time?" Acting visibly on that mid-course feedback — even one small change you announce to the class — dramatically raises the response rate and candor of the end-of-course survey.
Tips for using these questions
- Make it anonymous and tell students it's anonymous — that's what produces honest answers.
- Survey mid-course, not just at the end, so you can act while the class is still running.
- Keep instructor and course questions separate; students rate them differently.
- Pair each rating with an open follow-up so a low score comes with a reason you can act on.
- Avoid leading wording like "How great was the course?" — it inflates and invalidates results.
- Close the loop: tell students what changed because of last term's feedback to boost future response.
Frequently asked questions
What questions should a student feedback survey ask?
Cover the course content, the instructor, materials, workload, engagement, and support, then end with one or two open reflection questions. Tie the depth to the timing: keep mid-course pulses to a few questions about things you can still change, and reserve longer evaluations for the end of the term.
Should student feedback surveys be anonymous?
Yes, for honest feedback. Students soften or withhold criticism — especially of instructors — when they think responses can be traced to them. Make the survey anonymous, state clearly that it is, and you'll get franker, more actionable answers.
When is the best time to survey students?
Run a short pulse around the one-third or midpoint of the course so you can fix issues while it's still in session, then a fuller evaluation at the end before final grades are visible. Mid-course feedback you act on visibly also improves participation in the end-of-course survey.
How do you get more students to complete a feedback survey?
Keep it short, make it anonymous, give class time to complete it, and show that past feedback led to real changes. Students respond more when the survey is brief and they believe their input actually shapes the course.