The semester often feels like a non-stop sprint. You power through the first few weeks, execute the first big exam, and then you’re sprinting toward the finish line. But then the questions come in, the requests for office hours. For many of us, this period is often coupled with a quiet doubt, and maybe even a whisper of imposter syndrome. We fear that asking “Am I doing this right?” might expose some flaw. But the time between that first exam and the final is arguably the most critical period for intervention, and it demands vulnerability. It’s the perfect moment to pause and ask the most important question, not from a place of fear, but from a commitment to mastery: is what we’re doing working?
This is the secret power play: choosing to be transparent about your process. Yes, it demands vulnerability, but it immediately reframes you as a leader in the classroom who is secure enough to seek feedback to optimize
I faced this vulnerability head on recently when I conducted an exam debrief with my students, and I asked two simple questions:
- What can you do better to prepare for the next exam?
- What can I do better to help you prepare for the next exam?
The students were surprised that I was asking their opinion on what I could be doing better. Several expressed that they had never been asked that before. This confirmed a truth every educator needs to embrace: Self-evaluation should be proactive, not retrospective. Waiting until final course evaluations means you collect data you can only use next year. A mid-semester check-in provides real-time, actionable insights that directly benefit the current group of students.
The Collaborative Core of Learning
The true impact of those two questions wasn’t just the feedback; it was the shift in perspective. By asking students what they could do better first, I established that academic success is a collaborative process, not a solo performance. It wasn’t about “just me” fixing my teaching, or “just them” studying harder. It was an opportunity for us to grow together.
This approach defines a new learning contract: We are partners, and the exam results are diagnostic for both of our strategies. We’re working toward mastery as a team, and if the class isn’t meeting goals, both the instruction and the student approach deserve scrutiny. This shared ownership minimizes blame and maximizes constructive, collaborative action.
Starting the Conversation with Students
This collaborative spirit is why the student check-in is so vital. To expand on this success, make the feedback process a core expectation:
Ask students to write down responses using a simple Keep, Stop, Start format. What assignment, activity, or resource should I definitely keep doing? What is confusing or wasting time that I should stop doing? What is missing that I should start doing (e.g., more examples, clearer review sessions)?
The critical follow-up? You must acknowledge and act. Dedicate five minutes in the following class to share what you learned and announce one or two specific changes you plan to implement immediately. This shows your students that their effort is valued and that their perspective actively shapes the course.
You might get suggestions that cannot be implemented, like removing a complex group project, but this then becomes an opportunity for transparency. By explaining the reasons behind why you’ve implemented that activity or project that is grinding your students’ gears, you help them see the activity not as busywork, but as a deliberate and important component of their growth
Holding Up the Mirror: Your Personal Audit
Once you have the student feedback, hold it up against your own internal practices. This personal reflection is crucial for turning raw data into effective action. Ask yourself the uncomfortable questions:
- Did I adequately scaffold? If students struggled with a complex problem, did I spend too long on easy topics and rush through the challenging, necessary steps? We often assume prior knowledge that just isn’t there.
- Was my communication transparent? Were the expectations transparent? Were grading criteria specific and clear, or did they lead to predictable confusion?
- Am I fostering engagement? If students mentioned difficulty focusing, reflect on the classroom environment. Am I fostering inclusivity? Did I encourage participation from a diverse range of students, or did a few voices dominate the discussion every time?
Turning Insight into High-Impact Action
Don’t try to fix everything at once. Focus on one or two high-impact changes derived from your reflection. Self-evaluation is useless without a plan, but the plan needs to be manageable.
For example, if student feedback points to a lack of practice models, your goal for the rest of the term could be: “Implement one low-stakes quiz at the start of every unit, specifically designed to model the complexity and format of the final exam questions.” This focused effort makes the change visible to students and dramatically improves their preparation. I implemented this practice myself and not only did I receive positive feedback, exams scores on the next exam were considerably higher!
The Professional Payoff
Ultimately, the mid-semester self-evaluation is an act of professional integrity. By proactively seeking feedback and revising your strategies, you seize control of your development. You shift your role from a content deliverer to an educational designer. This practice reduces the sting of negative end-of-semester reviews because you have already identified and addressed problems when they mattered most. You leave the term with documented successes, clear data on what didn’t work, and specific, measurable goals for your next iteration. I’d also be willing to bet that you’ll see improvements in your end of semester evaluations because of the trust you fostered by valuing the insights and opinions of your students.
By making the mid-semester pause a non-negotiable part of your teaching rhythm, you move beyond merely judging your performance and actively commit to professional mastery.
