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Response Rate Goal 

A 70% response rate in course evaluations is considered indicative of a representative sample, minimizing potential biases. Evidence shows that, for larger classes, systematic biases are generally absent even at response rates below 50%. However, combining smaller class sizes with lower response rates raises concerns about accurately representing student attitudes. Therefore, achieving a 70% or higher response rate is crucial for all classes, particularly smaller ones.

Regular 16-week courses typically yield a 60% response rate, while shorter courses often fall below 50%. However, response rates vary significantly, with some instructors consistently reaching 80% to 90%.

Faculty members can employ three proven approaches to enhance response rates in their classrooms.

Approach 1: Communicate with Students

Faculty plays a pivotal role in influencing the most crucial factor in attaining a higher response rate. Engaging in a dialogue with students about the significance placed on course evaluations, articulating personal reasons for their importance, and providing instances of past improvements based on feedback is essential. When students perceive that faculty members disregard their evaluations, there is a perception that filling them out is futile. This sentiment aligns with findings in the research literature, as evidenced by a study conducted at Boise State. 

Approach 2: Integrate Course Evaluations

Allocate class time for students to complete evaluations, ensuring a neutral environment by leaving the room for in-person instruction. In online courses, facilitate the process by establishing a zero-point assignment in Canvas.

Approach 3: Incentives 

Faculty commonly employ incentives to boost student participation in evaluations, which is particularly effective in achieving response rates exceeding 80% and often reaching 90-100%. An advisable strategy is for the instructor to establish rewards based on the overall class response rate (e.g., offering five points or allowing a page of notes for a response rate above 80%). Setting a high percentage threshold, such as 80% or 90%, proves most effective, allowing periodic updates on response rates and fostering student engagement with minimal instructor effort. For individual incentives, students can provide a confirmation email displaying completed evaluations.

Learn more about using incentives to increase student response rates.

Approach 4: Reminders 

Evidence indicates four automated reminders are effective in elevating response rates to the 70th percentile. At Boise State, students receive four reminders to complete evaluations. Additionally, instructors can email students or post a Canvas announcement.

References 

Dillman, D. A., Smyth, J. D., & Melani Christian, L. (2014). Internet, phone, mail, and mixed- mode surveys: The Tailored Design Method, 4th edition. Hoboken, NJ: Wiley. 

Dommeyer, C. J., Baum, P., Hanna, R. W., & Chapman, K. S. (2004). Gathering faculty teaching evaluations by in-class and online surveys: their effects on response rates and evaluations. Assessment & Evaluation in Higher Education, 29(5), 611-623. 

Goodman, J., Anson, R., & Belcheir, M. (2014). The effect of incentives and other instructor- driven strategies to increase online student evaluation response rates. Assessment & Evaluation in Higher Education, 1-13, doi:10.1080/02602938.2014.960364 

Wode, J., & Keiser, J. (2011). Online course evaluation literature review findings. Academic Affairs. Columbia College Chicago.

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