Describe the course, reviewers, and criteria. Makeform creates an editable faculty evaluation form with consistent scales and focused comments.
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Faculty evaluation prompt examples
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Audience
Students evaluating one completed course
Format
Anonymous ratings with targeted comments
Prompt size
323 chars
Example form structure
Anonymous ratings with targeted comments
Which course section and term are you evaluating?
How clearly did the instructor explain key ideas?
How useful and timely was feedback on your work?
What most supported your learning?
What one change would improve the course?
Suggested evaluation tags
Course delivery
Learning support
Peer observation
Ask about one course and one review period at a time so ratings have a clear context.
Step 1
Define
audience, course, period, and decision purpose
Step 2
Evaluate
observable teaching practices on clear scales
Step 3
Explain
focused comments and evidence behind ratings
Step 4
Review
patterns, context, and constructive next steps
Feedback built for teaching review
Focus reviewers on teaching practices they could observe.
Separate organization, instruction, engagement, assessment, feedback, and support.
Label options, keep direction consistent, and offer Not applicable.
Ask about learning support, a specific improvement, or observed evidence.
Four evaluation settings
Each reviewer group sees different parts of teaching performance.
Ask about clarity, organization, support, participation, assessment, and feedback.
Capture instructor moves, learner responses, and the observation focus.
Review navigation, instructor presence, interaction, response patterns, and accessibility within the delivery format.
Connect judgments to syllabi, assignments, feedback examples, reflective statements, and other materials actually examined.
From purpose to useful responses
Provide context for answerable, interpretable questions.
Name the institution type, course or observation, respondent group, review period, and intended use.
Keep items tied to observable teaching, remove double questions, add Not applicable, and use language suited to respondents.
Explain timing, anonymity or identification, who reviews responses, how results are used, and when the form closes.
Compare repeated themes across items and comments, note response context, and identify specific strengths or development questions.
Choose the evaluation method
Use each form for the perspective that reviewer can accurately provide.
Field guide
Use these six sections as a practical outline, then adapt criteria to the reviewer and your institution's teaching framework.
Evaluation context
Identify the course, term, delivery mode, review period, and respondent role so every rating retains its context.
Course design
Separate organization, goals, activities, materials, and assessments. Students report experience; peers can examine alignment.
Instruction
Ask about explanations, pacing, facilitation, and checks for understanding—not motives or personal traits.
Learning environment
Evaluate participation expectations and whether students could ask questions, engage, and obtain course support.
Assessment and feedback
Measure grading clarity, useful feedback, and opportunities to act on it. Include Not applicable where needed.
Comments and follow-up
Use separate prompts for effective practices and improvement. For peer review, request evidence and a discussion question.
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Open toolFAQ
Practical answers for school and university administrators designing student or peer evaluations.
It lets students, peers, or administrators provide structured feedback about teaching during a defined course or review period. Common topics include organization, instruction, engagement, assessment, feedback, support, strengths, and development.
Ask about clarity, course organization, participation, assessment alignment, useful feedback, accessible materials, and support. Add separate prompts for what supported learning and one constructive change.
Students describe repeated course experiences. Peers document an observed class or review materials against agreed criteria. Student forms emphasize experience; peer forms request observations, evidence, questions, and next steps.
Label every option, keep direction consistent, and include Not applicable. Agreement or frequency scales can work when tied to observable practice. Do not combine unlike criteria into one unexplained score.
Choose based on purpose. Anonymous collection may support candid feedback; identified peer review enables discussion. Explain identity collection, readers, and use.
Ask for a practice that supported learning, one improvement, and relevant context. For peers, request observed evidence. Direct comments toward teaching practices, not personal characteristics.
Yes. Makeform is unlimited free for generating, editing, publishing, and collecting responses with your faculty evaluation form. The paid tier removes the Makeform badge. You can revise criteria and scales, preview the form, and share it without an invented submission limit.
For students, allow enough course experience and response time. For observation, collect the focus question before the visit and complete notes promptly. Set periodic-review deadlines and follow-up meetings in advance.
Specific teaching feedback.
