Colleges and universities often have a form of mid-semester grades so that students know how they are doing in their classes in time to course-correct as needed. These institutional measures are important, but can be difficult to tailor to each classroom environment and forge the professor-student connection that motivates students to persist (Wilson & Ryan, 2013), especially in “highly challenging” courses (Micari & Pazos, 2012). 

In our Mid-Semester Course and Instructor Feedback Quick Note, we offer three key components to getting helpful student feedback, plus these strategies for gathering this feedback. Any way students can share their experiences and reflect on their performance is beneficial to students.

How to Get Student Feedback

Make it as brief and low-tech as two sides of a notecard

Index cards are one of my favorite active learning technologies. Revise the questions or prompts as best fits your course, but this teaching tip suggests students use one side to share what you do that helps them succeed in the course, and use the other side to provide suggestions on what the instructor could do. Read the full tip Notecard Mid-semester Feedback.

Ask students to reflect on their coursework in concrete terms

Do students know the grades they’ve received so far? Do they know if they’re on track? What goals are they reaching for? This brief progress report journal encourages students to self-assess and provides an opportunity to clarify, support, or simply acknowledge students’ experiences.

Use end-of-class assessments

Rather than waiting for one or two points in the semester, use simple methods for collecting feedback from students. In our Snapshot: End of Class Assessment Teaching Tip, students leave sticky notes in folders that share comments about what they learned, what questions they have, and what disrupted learning. For a quicker digital version for large classes, put the same questions in a Google Form and share the link as a QR code on the projection screen. Other even simpler strategies include one-minute papers and muddiest points.

Mid-semester as Meaningful Checkpoint

Collecting and talking with students about their feedback can help increase student feedback responses at the end of the semester, and redirect some of the negative and questionable comments they might have otherwise included in those end-of-semester feedback surveys (i.e., course evaluations). Making midterm grades meaningful by utilizing assignments discussed in this tip, as well as being transparent about the grading criteria, is essential for receiving substantial student feedback.

References

Micari, M., & Pazos, P. (2012). Connecting to the professor: Impact of the student—faculty relationship in a highly challenging course. College Teaching, 60(2), 41-47.

Wilson, J. H., & Ryan, R. G. (2013). Professor–student rapport scale: Six items predict student outcomes. Teaching of Psychology, 40(2), 130–133. 

Written and designed by Christina Moore, Center for Excellence in Teaching and Learning at Oakland University. Others may share and adapt under Creative Commons License CC BY-NC.

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Conversations surrounding the meaning of traditional grades and how they influence student learning continue to circulate, especially in light of alternative grading approaches, the impact of AI on feedback and assessments, and grading structures in different course modalities. However, grades remain an important indicator of student success and should reflect whether students are meeting course learning outcomes. Midterm grades let students know how they are progressing in a course at the halfway mark, a critical time point at which the student can still make meaningful changes to their learning strategies or plans before the end of the semester.  

Thoughtful implementation of midterm grades can be valuable to students. Teaching them to have autonomy and agency in their learning and academic performance, providing motivation and support to redirect study behaviors, and working with growth mindset messaging can help students see their capabilities and areas for improvement. 

However, even when faculty fully understand the benefits of midterm grades, it may be less clear as to how to assign them in a way that accurately reflects student learning and performance. One challenge may be if the course has been structured so that more high-stakes assignments (i.e., projects, papers, large exams) are in the second half of the semester. Another may be in a course that is predominantly discussion-based or has few grade components. In both of these cases, students may not have had the time or gotten the feedback needed to successfully gauge their progress in the course and make appropriate corrections. This could impact not only final course grades, but it is also a missed opportunity for students to practice the reflective process on their learning. 

Early Assessments to Support Midterm Grades

A few simple updates to your course design can mitigate these challenges and, at the same time, make midterm grades more meaningful to students. Looking over your course calendar, are there places where you could add early assessment(s) prior to the midterm? If so, a few options are to:

Provide low-stakes formative assessments

Frequent smaller assessments, even when they are not individually worth a large percentage of the overall course grade, can reveal whether students are keeping up with the course requirements. These don’t need to take a lot of instructor time; in some cases, they can be short and automatically graded. 

Examples could include Moodle quizzes, in-class online polls, sets of homework problems, short reflective writing pieces, or exit tickets.

Scaffold major assignments

Consider breaking larger projects or papers into smaller components, each with its own feedback and assessment. Not only does this provide students with a structured way to complete their project (ideal for supporting students with time management), but it can also help students reflect, make adjustments, and revise work prior to the final due date. 

For example, a paper could include an early literature review, research proposal, or section drafts. A design project could include a concept storyboard, a model, or a proposal. Presentations could require an outline, a slide deck draft, or an initial transcript.

Use authentic assessments

Measure what matters. Midterm grades should provide a snapshot of where a student is in their learning journey based on what you want students to know or do by the end of the class. For example, a coding course with a learning outcome for students to fully build an app could include assessments of smaller coding assignments, brainstorming, or wireframing to contribute to midterm grades. Other authentic assessments that lend themselves well to scaffolding include case study analysis, portfolio development, professional or client-based projects, or performances.  

Assess learning outcomes during discussions

Ideally, classroom or virtual discussions are associated with defined observable and measurable outcomes (i.e., using evidence to support reasoning, active listening, analyzing others’ responses, tying course material to the real world). You can assess participation through observing the quantity and quality of responses, or use a rubric based on criteria tied to the learning outcomes.

Communication and Feedback Strategies

Regardless of whether you are using new or established early assessments to assign midterm grades, it is important to remember that midterm grades are not meant to be punitive. Rather, they should be supported through transparent communication with students. 

• Clearly describe your grading plan in the syllabus and discuss it with students
• Communicate the “why”: Explain the benefit of early and often assignments and how they can use them to be successful (OU Midterm Grades for Students)
• Provide purposeful feedback: Use rubrics or other forms of clear criteria to give timely and actionable feedback
• Make grades and assessment feedback accessible to students by using the Moodle gradebook consistently
• Use growth mindset messaging to encourage students to make positive changes

Midterm grades represent an opportunity for us to model metacognitive strategies, a powerful tool to support lifelong learning. They teach students to seek feedback, reflect on their progress, and adjust their habits to improve outcomes. For midterm grade deadlines and more, see the OU Midterm grading process.

About the Author

Sarah Hosch is the Faculty Director of the Center for Excellence in Teaching and Learning and a Special Instructor in the Department of Biological Sciences at Oakland University. She teaches all levels of biology coursework and her interests include evidence-based teaching practices to improve student learning gains and reduce equity gaps in gateway course success. Sarah loves exploring nature, cooking, and exercising. 

Others may share and adapt under Creative Commons License CC BY-NC. 

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I teach a variety of courses in two academic areas, linguistics and international studies, which has given me an opportunity to devise an effective system for creating essay questions. As noted by educator Helen J. Throckmorton, “Making good assignments is an art, and an artful assignment is one of our most effective teaching instruments” (1980:56). I agree with this view and put considerable effort into creating essays that students want to write and that I want to read.

How It Works

Define Your Goals

First, I identify what I want students to accomplish in their essays. They should do the following:

• Demonstrate they have carefully read the assigned reading or watched the assigned video 
• Integrate ideas from the materials into their own thinking
• Write in a clear and convincing manner

Tap Into Student Motivation, and Give Freedom within Clear Requirements

Given these goals, I identify topics that require students to process course materials thoroughly and link them with their experience or interests. I want to promote ownership of the course materials, that is, to create a personal relationship between the student and the content (Vatterott 2009). I select topics that allow for a variety of perspectives and would create a good conversation if I were talking to the student personally. 

At the same time, I also provide a well-defined structure for essays that makes them measurable (Throckmorton 1980). I ask for the following:

• answers to pre-determined questions -- I pose specific questions based on my knowledge of the subject area. I aim to ask compelling questions that students want to explore. 
• a minimum word count -- A minimum word count is important for giving students a clear idea of how much elaboration I am looking for on a particular topic. Without a minimum word count, students do not know my expectations for the amount of content they should write.
• a statement of the student’s word count -- Since the word count is part of the student’s grade for the essay, I want to know whether it has been met without having to “eyeball it” or spend time calculating it myself.
• quotes from the reading or references to the video -- I ask students to provide quotes from the reading or references to the video to give substance to their point of view. This is the best way for students to demonstrate they have processed the materials fully and tied them in with their own thinking. Students’ writing becomes more meaningful and persuasive when they learn to support their views with information from the course materials.

I explain that there is no “correct” perspective that I am looking for and grading students on. Students can express whatever point of view they like. Rather, what I grade them on is whether they have met the requirements of the assignment (which is what makes their essays measurable). 

• Did they answer the essay questions thoughtfully and thoroughly? 
• Did they provide quotes from the materials to back up their views? 
• Did they meet the minimum word count? 
• Did they state their word count? 

I emphasize that this is what I grade students on so they will feel free to express their opinions even if their views contradict mine or those expressed in the course materials.

Examples of Essay Questions

The following are examples of questions I ask in my courses:

1. LIN 1101 “The Humanity of Language”: The documentary on linguist Dan Everett shows that the Piraha village where Dan conducted his research has changed considerably since he spent time there. Answer the questions below about this issue. Refer to images and facts from the video to make your descriptions complete. Use at least 200 words for your essay and state your word count.

1. I noticed a number of major changes in village life that occurred in recent times. Describe at least three significant changes that you noticed. 
2. Now that you have described these changes, I want you to consider their effect on the language and culture of the current generation of Piraha young people and on future generations of Piraha people. How do you think these changes in the life of the village will impact the Piraha language and culture? Will these changes be positive or negative? Why?

1. IS 2100 “Perspectives on China”: Read the story about the wheelwright and the commentary that follows the story. The intriguing Daoist idea of "simply knowing" is aptly illustrated in the story. Think of an example of "simply knowing" from your own life. Describe the example and discuss how it is an illustration of "simply knowing," providing quotes from the story to show parallels between your example and the wheelwright’s experience. Use at least 200 words for your essay and state your word count.
2. IS 3002 “Globalization and the International System”: After reading the articles on Global English, look at the article Three-Fourths of the World's English Speakers Spoke Another Language First. What do you think of Global English now that you have learned about this phenomenon? Are you surprised by the number of speakers and learners of English around the world? If you are an international student or a non-native speaker of English, how do you feel about the necessity of learning English as part of your education? Address these issues in at least 200 words. Provide quotes from the materials to substantiate your views and state your word count.

Conclusion

As I create essay questions, I consider whether I would want to answer them if I were a student. If they seem uninspiring, I harness my creativity to change them up and pose questions that are worth answering. I ask myself, “What is the actual gem of an issue that caught my attention in this reading or video that students could relate to? What questions should I ask that I want to know students’ opinions about?” I ponder that for a while until the perfect issue emerges. Then I formulate the questions, add the structure for answering them, and voilà -- I have a great essay assignment!

References

Throckmorton, Helen J. “Do Your Writing Assignments Work?--Checklist for a Good Writing Assignment.” The English Journal, vol. 69, no. 8, 1980, pp. 56–59. JSTOR, www.jstor.org/stable/816822.

Vatterott, Cathy. (2009). Rethinking homework: Best practices that support diverse needs. Alexandria, VA: ASCD.

About the Author

Dr. Helena Riha is a Special Lecturer in the Linguistics Department and the International Studies Program. Helena has taught linguistics and international studies at OU since 2008. She has taught 18 different courses at OU in these academic areas. Helena is a winner of the OU Excellence in Teaching Award and the OU Excellence in Online Teaching Award. Outside of the classroom, Helena enjoys supporting her high schooler in the Rochester High School Falcon Marching Band.  

Edited and designed by Christina Moore, Center for Excellence in Teaching and Learning at Oakland University. Photo provided by Oakland University. Others may share and adapt under Creative Commons License CC BY-NC.

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Different disciplines, from behavioral science and neuroscience to education and psychology, contribute research to a similar conclusion: cues have powerful effects on the brain. Cues experienced through our senses solidify habits, ignite physiological reactions, and aid memory.

Faculty can use cues to focus student attention, prepare students for challenges, and engage reflection to solidify learning. Faculty could find numerous ways to use cues, routines, and habit loops to prime a learning environment. Start by considering a few, simple class rituals that can improve the class experience.

How to Cue Learning with Class Routines

Start a routine in the minutes before class.

• Have a prompt on the board or projection screen that starts class-related inquiry.
• Instruct students to prepare learning objects as a way to prepare for the class environment (note-taking items, pen).
• Set the same stage: have students arrange desks in a way that fits your class structure, place a bowl of mints at the front of class, or adjust lighting.
• Make the five minutes before class a silent handwriting time. Writing can be related or unrelated to class, but suggest that class-related writing reach back to last class or ask questions, while writing not related to class could be used to recognize distraction and release it for the class period.
• For a more extroverted exercise, start every class with a trash-can basketball game, best silly video from YouTube, name that tune, or other fun ritual.
• If class is a phone-free zone, have the class collectively do a silly goodbye to their phones before they make phones silent and place them out of sight.

Plan an opening routine.

• Greet the class with the same phrase, statement, or question.
• Use the same starting slide, such as the course learning outcomes followed by questions of “How did last class contribute to these?” and “How do you think this class will relate to these?”
• Engage the class in a mindfulness activity, usually involving reflective prompts, silence, awareness of breathing, and posture.

Close class with cues.

• Conclude with tried-and-true reflection exercises such as one-minute papers or muddiest/stickiest points. 
• In writing or verbally, ask students, “How does this session fits into the bigger picture (course, degree, career, life)?”
• Use counterpart rituals to your opening rituals (using the same farewell line, end with the same slide with which you began, happily reunite students with their phones).

Bonus: Talk To Students About Their Learning Cues 

Cues can contribute to students’ good and bad habits. By recognizing cues and applying them strategically, students can focus attention, redirect bad habits, and ensure their learning is flexible. If students evaluate a bad habit, such as procrastination, they might find a cue that enables procrastination, such as TV, social media, or eating. By relocating the behavior from cue to reward, the procrastination habit might turn into productive behavior.

Beware! Cues can be so powerful that they can make learners stuck in rigid routines. If a student only studies content in a specific environment (the library’s cafe with background noise and coffee smell) and then takes a final exam on that content in an unfamiliar room, studies have shown that the student could perform poorly. Therefore, students should have some variation in their study environments.

Procrastination and Memory, from OU’s Barbara Oakley’s Learning How to Learn MOOC

For more on the content presented in this CETL Teaching Tip, watch the “Tackling Procrastination” video (Week 3) in the Learning How to Learn MOOC, featuring OU engineering professor Barbara Oakley and Terrence Sejnowski, UC San Diego biological studies professor.

Written and designed by Christina Moore, Center for Excellence in Teaching and Learning at Oakland University. Updated January 2026. Originally published 2018. Others may share and adapt under Creative Commons License CC BY-NC.

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