Our Response Rate Goal 

We consider 70% response to the 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 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 a page of notes to the final). Our research found it is most effective to set a high percentage threshold, such as 80% or 90%. Then you can check 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 completed.

Learn more about using incentives to increase student response rates.

#4 Reminders 

Research has found that it usually takes four automated reminders to push response rates into the 70 percentile. Students at Boise State receive 4 reminders to complete their evaluations; you may also choose to email students on your own through Google, PeopleSoft, or Canvas.

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. 

Dommeyer, C. J., Baum, P., Hanna, R. W., & Chapman, K. S. (2004). Gathering faculty teaching evaluations by in-class and online surveys: their effects on response rates and evaluations. Assessment & Evaluation in Higher Education, 29(5), 611-623. 

Goodman, J., Anson, R., & Belcheir, M. (2014). The effect of incentives and other instructor- driven strategies to increase online student evaluation response rates. Assessment & Evaluation in Higher Education, 1-13, doi:10.1080/02602938.2014.960364 

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

Relevant Information

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