Cases/Blogs/Pub – Bluenotes Community

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Student evaluations of transitioned-online courses during the COVID-19 pandemic

Techniques and strategies for interpreting student evaluations

[Response Rates] What Response Rates are Needed to Make Reliable Inferences from Student Evaluations of Teaching?

[Response Rates] Understanding the Effect of Response Rate and Class Size Interaction on Students Evaluation of Teaching in a Higher Education

[Response Rates] Minimum Response Rates by Class Size, for 95% Confidence and 10% Margin of Error

[Response Rates] Minimum Response Rates by Class Size, for 80% Confidence and 10% Margin of Error

[Statistics Literacy for Course Evaluation] Interpolated Media

[Response Rates] Tips to Improve Response Rates with Blue

[Feedback Literacy] Course Evaluation Interpretation Guidelines for Academic Administrators, University of Toronto

University of Toronto’s Cascaded Course Evaluations Framework

University of Toronto’s Cascaded Course Evaluation Framework: Validation Study of the Institutional Composite Mean (ICM)

Why participate? 3 Reasons to Complete Course Evaluation (2-min video), McGill University

[Response Rate] Strategies that you can use to encourage students to complete their course evaluation, McGill University

[Feedback Literacy] Providing Constructive Feedback with Examples, McGill University

Protocol for Addressing Hateful or Discriminatory Comments based on Equity Grounds, McGill University

Streamlined Surveys at UNSW Sydney Help Increase Response Rates for More Robust Data and Analysis

Feedback Matters: How Can the Student Voice Deliver Transformational Business and Management Education?

[Feedback Literacy] Providing Constructive Feedback, University of Florida

[Feedback Literacy] Student Feedback on Course Experiences Guidance for Administrators, and Review Committees, University of Maryland

[Instrument] SET Question Examples, Washtenaw Community College