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Response Rate Goal 

We consider A 70% response to the rate in course evaluations a healthy level for a representative response, and we typically are close to this level for the campus. The major reason we want to reach this level is related to potential bias and accuracy. Various studies have empirically examined the relationship between bias and response rates. The evidence is consistent that, even at levels well below 50%, few if any systematic biases occur for larger than mid-size classes. However, accurately representing student attitudes is questionable if you combine a smaller class sizes and lower response rates the accuracy of student attitudes becomes more questionable. Thus, 70% and higher is important to achieve for all classes, especially the smaller ones.

The average response rate for a regular session, 16 week course is around 60%.  Shorter courses usually have lower response rates, at 50% or less.  However, there is a great deal of variability.  Many instructors are able to reach 80% to 90% consistently in their courses.

There are three approaches that have been proven to increase response rates that you, as a faculty member, can take in your classroom. 

#1 Talk with your students

The most important factor is up to the faculty. The key is to talk with your students about the importance you attach to course evaluations, why they are important to you, and examples of how you have used the feedback to improve your classes in the past. Students feel they are wasting their time filling out a course evaluation if they believe the faculty member will not even look at them. This is a point made widely in the research literature, and a study specifically bears out here at Boise State.  

#2 Integrate it into your class

Provide time during class for students to complete the evaluation. Be sure to leave the room if you do this. For online courses, create a zero point assignment in the learning management system for students to complete the evaluation; include a due date for the no-submission assignment.

#3 Incentives 

Many faculty use some form of incentives for students. Generally, incentives usually work well to get a class over 80%, often into the 90-100 percentile. We suggest the instructor set up a reward 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., if the class has over 80% response rate, then give everyone 5 points, or let them bring offering five points or allowing a page of notes to the final). Our research found it is most effective to set for a response rate above 80%). Setting a high percentage threshold, such as 80% or 90%. Then you can check , proves most effective, allowing periodic updates on response rates periodically and tell the class how they are doing. Students respond well to this approach, and it requires little effort on behalf of the instructor.  If an individual incentive is desired, students can print their confirmation email showing which evaluations they completedand 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.

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Approach 4: Reminders 

Research has found that it usually takes Evidence indicates four automated reminders to push are effective in elevating response rates into to the 70 percentile. It is even more effective is the instructor sending a reminder as well. Instructors may use the course evaluation system to send reminder e-mails to students in addition to the regularly scheduled ones. These e-mails only go to students who have not yet completed your evaluation70th 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. 

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

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