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What Even Is a Course Evaluation?

At the end of each quarter, you’re invited to complete a course evaluation. It will appear in your class Canvas site and your instructor will often give you a gentle nudge (or five)to complete the evaluation form.

But what exactly is this form? And why does it matter?

A course evaluation is a structured way for students to reflect on their learning experience and share feedback on what worked, what didn’t and what could be improved. These evaluations are anonymous, reviewed after grades are submitted, and are a key tool for instructors and departments to better understand what’s going on in their classrooms.

In other words, your comments don’t just disappear into a void. They’re read carefully, and they can lead to real changes in future courses.

Your voice matters. Good feedback helps instructors make their classes clearer, more effective, and more supportive. It also help departments understand what students need – not just to pass a class, but to succeed in college.

Why your Words Matter

When you fill out a course evaluation, you’re speaking directly to your instructor, but your evaluation will have a larger impact beyond that instructor. You’re shaping the class for future students. Sharing good feedback is one of the most direct ways you can influence what teaching looks like at Cascadia.

Think about it like this:

You’ve just finished a 12 week course. Maybe some things worked well, and other things were frustrating or just not your style. Either way, you now have a unique perspective, one your instructor doesn’t have. You lived the course as a student. That view is valuable.

So, who actually reads your evaluation?

• Your instructor, after grades are turned in
• Department and campus leadership who use it for program planning and promotion
• Curriculum committees might use feedback when considering changes or updates

Instructors often adjust their courses based on feedback from your evaluations. These changes may not be dramatic, but they often lead to clearer instructions, smoother pacing, more relevant examples, and better support for group work.

A small, thoughtful comment from you can lead to a big improvement for a future student.

Anonymity & Respect

Course evaluations are anonymous for a reason: so you can give honest feedback without worrying that it will affect your grade or relationship with your instructor. That’s important. Your voice matters and anonymity helps protect it.

But anonymity isn’t a free pass to be harsh, vague, or disrespectful.

Sometimes people use anonymous forms to vent in ways that aren’t constructive. Feedback like “This class was bad!” or “This professor shouldn’t be teaching,” doesn’t lead to change, rather it just creates frustration and shuts down the conversation. when feedback feels like an attack, it’s easy to ignore.

Good feedback = honest + respectful + specific 

That’s the kind of feedback instructors and departments can actually use.

Think about how instructors give you feedback: it’s usually clear, constructive, and focused on helping you grow. Your evaluation is your chance to return the favor.

We’re all human. what you say, and how you say it, matters. Anonymity protects our voices, but we have to remember that humans are on the other side of our feedback.

The Greatest Hits of Bad Feedback (and How to Avoid Writing Them)

We’ve all seen feedback like this: “Worst class ever.” Or, we’ve seen the classic: “Loved it!!” Colorful? Sure. Helpful? Not so much.  

When course evaluations include vague, exaggerated, or purely emotional comments, they don’t tell instructors or departments what actually needs to change or what should stay the same. So, let’s break down the most common kinds of feedback that don’t help and how to write something better instead.  

How to Be Honest and Kind

Giving feedback doesn’t mean holding back your real thoughts, it just means choosing words that will actually be heard.  

Course evaluations aren’t about writing something “nice.” They’re about being useful. And the most useful feedback is honest and respectful. The goal isn’t to flatter or avoid critique, rather it’s to explain what worked, what didn’t, and why, in a way that someone else can do something with.  

That means:

• Describe the experience, not the person
• Focus on impact, not intention
• Offer specifics instead of generalizations

Let’s say you felt confused most of the quarter. There’s a difference between:

• A personal judgment: “This professor doesn’t know how to teach.” and
• A clear, respectful suggestion: “I often felt confused by how new topics were introduced. Including a short outline at the beginning of lecutres might help future students stay on track.

Need help getting started? Try these phrases:

Bias Happens: Here’s What to Watch For

When you’re writing a course evaluation, it’s easy to think you’re being fair and objective. But research shows that all of us carry unconscious biases, especially when evaluating people in authority roles, like instructors.  

Unconscious bias (sometimes called implicit bias) refers to automatic assumptions or judgments we make without even realizing it. These biases are shaped by our experiences, culture, and media often without our conscious awareness.

In other words: bias doesn’t mean you’re trying to be unfair. It just means your brain is filling in blanks based on patterns it’s seen before. This can influence how we react to someone’s voice, appearance, teaching style, or even how confident they seem in front of a classroom. 

The problem? These subtle, snap judgments can still affect the feedback we give. 

That’s why it’s important to pause and reflect before submitting a course evaluation—to make sure you’re focusing on what actually matters: the learning experience. 

The Kind of Class Can Affect Your Opinion

Think about the class you’re evaluating. Was it a required class you weren’t interested in? A fun elective you chose? Something you felt confident in? Or a subject that makes you feel totally out of your depth? 

All of this influences your experience and your course evaluation.  

Here’s what we know:  

• Harder classes often get lower ratings, even if they’re well taught.  
• Instructors who challenge students or push critical thinking can be rated more harshly than those who focus on memorization or “easier” content.^[1] 
• Students also tend to rate humanities and social sciences instructors more favorably than math and science instructors.^[2] This is often about how comfortable or confident students feel in the subject.  

Bias Based on Race and Gender is Real – and Well Documented 

Studies consistently show that women instructors and instructors of color receive lower evaluations than white male instructors, even when teaching the exact same material, in the exact same way.  

• Women are often expected to be “warm” or “nurturing,” and rated lower when they’re assertive or challenge students.^[3][4]
• Students may rate men higher just for being perceived as more authoritative.^[5]
• Black instructors, in particular, tend to receive the lowest ratings among all racial groups—even when student learning is equivalent.^[6]
• Women often need to overperform to be rated the same as their male colleagues—being more prepared, more responsive, and more lenient.^[7][8]
• Women are also often expected to be easier graders and more lenient

These biases often happen unconsciously, but they still have a real impact on hiring, promotions, and professional development.  

Wrapping Up: Your Voice, Your Impact

Course evaluations aren’t just a box to check at the end of the quarter. They’re one of the most direct ways you can shape how learning happens at our college. When your feedback is honest, thoughtful, and specific, it helps instructors improve, departments make better decisions, and future students have a stronger experience.  

You don’t need to write a perfect evaluation. You just need to be clear about what helped you learned, what didn’t and how the course could improve. Remember:  

• Focus on the teaching, not the teacher
• Be respectful, even if you’re frustrated
• Check for bias and stick to what’s in your instructor’s control
• Share what worked and what didn’t

Your feedback is part of what keeps the college learning, growing, and evolving.