Using anonymous feedback to increase student engagement

Min-Kyoung Rhee, Instructional Assistant Professor at USC’s Leonard Davis School of Gerontology, discusses ways to make students feel comfortable expressing their voices and to provide opportunities to apply the knowledge they learned in class to real-life situations.

Professor Rhee was a 2019-2020 General Education Teaching Award recipient

Watch this 2-minute video and scroll down for the full interview, plus tips for implementing this in your course!

Read more about this approach in Min-Kyoung’s own words:

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Interested in using feedback to support student engagement in your course?

Here are some tips for implementation:

  • Choose a prompt for students to respond to, such as one new learning, one challenge, and/or one question. Or choose a prompt specific to the topic at hand.
  • Determine a method of collecting feedback (e.g., google forms, piece of paper, interactive online application).
  • Prior to the next class session, read student feedback and look for themes and any actionable responses. (e.g., if students appeared to have missed an important concept, consider providing supplemental materials).
  • Briefly address the findings of the feedback with students to demonstrate the relevance of the feedback activity.
  • Make clear to the students that this is anonymous and voluntary participation.

More resources for collecting and engaging with anonymous student feedback:

What does the research say?

Brady, M., Rosenthal, J. L., Forest, C. P., & Hocevar, D. (2020). Anonymous versus public student feedback systems: metacognition and achievement with graduate learners. Educational Technology Research and Development, 68(6), 2853–2872. (USC Library link).

Taylor, R. L., Knorr, K., Ogrodnik, M., & Sinclair, P. (2020). Seven principles for good practice in midterm student feedback. The International Journal for Academic Development, 25(4), 350–362. (USC Library link).

Mandouit, L. (2018). Using student feedback to improve teaching. Educational Action Research, 26(5), 755–769. (USC Library link).


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