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Teacher evaluation form for student feedback

Fourteen questions a class answers about one teacher, on one link, with no name on any answer.

  • 14questions
  • About 3 minfor a student
  • 4 pointsalways to never
  • One teacherone link
Use this template Answer it first
Teacher Evaluation Form · answer to move through it
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Question 1 of 14 Getting the lesson across
In this class, lessons start by telling us what we are going to do.
Always
Most of the time
Sometimes
Never
Question 2 of 14 Getting the lesson across
The teacher checks that the class has understood before moving on.
Always
Most of the time
Sometimes
Never
Question 3 of 14 Getting the lesson across
New work is explained in a way I can follow.
Always
Most of the time
Sometimes
Never
Question 4 of 14 When I am stuck
When I am stuck, I can get help in the lesson.
Always
Most of the time
Sometimes
Never
Question 5 of 14 When I am stuck
I can ask a question in this class without worrying what people will think.
Always
Most of the time
Sometimes
Never
Question 6 of 14 When I am stuck
When my work comes back, I can tell what to do better next time.
Always
Most of the time
Sometimes
Never
Question 7 of 14 The room
This class settles and starts working without a long wait.
Always
Most of the time
Sometimes
Never
Question 8 of 14 The room
When someone disrupts the lesson, it is dealt with.
Always
Most of the time
Sometimes
Never
Question 9 of 14 The room
The same rules apply to everyone in this class.
Always
Most of the time
Sometimes
Never
Question 10 of 14 Pushed and noticed
The work I am given in this class makes me think hard.
Always
Most of the time
Sometimes
Never
Question 11 of 14 Pushed and noticed
I am asked to explain how I got my answer, not just what it is.
Always
Most of the time
Sometimes
Never
Question 12 of 14 Pushed and noticed
The teacher notices when I am falling behind.
Always
Most of the time
Sometimes
Never
Question 13 of 14 What to change
Which one of these would help you most in this class?
More time on things the class did not get
Getting help faster when I am stuck
Fewer interruptions in the lesson
More useful comments on my work
Harder or more interesting work
Question 14 of 14 In your words
What is one thing the teacher could do that would help you learn more?

The 14 teacher evaluation questions students answer

A teacher evaluation survey asks the students in one class how the lessons go, so the teacher hears from everyone who sat through them. This one has twelve frequency items on a single four-point scale, one pick for what to change first and one optional open box. It takes about three minutes.

Plain text, one question per line, with the answer scale.

Getting the lesson across

What a student watches happen at the front of the room.

  1. In this class, lessons start by telling us what we are going to do.1 to 4, always to never
  2. The teacher checks that the class has understood before moving on.1 to 4, always to neverIt asks about the check, which a student can see.
  3. New work is explained in a way I can follow.1 to 4, always to never

When I am stuck

What happens after the explanation.

  1. When I am stuck, I can get help in the lesson.1 to 4, always to neverRead it beside class size before judging the teacher.
  2. I can ask a question in this class without worrying what people will think.1 to 4, always to never
  3. When my work comes back, I can tell what to do better next time.1 to 4, always to never

The room

Behavior and fairness, asked of the people who sit in it every week.

  1. This class settles and starts working without a long wait.1 to 4, always to neverAnswers move with the time slot; note which lesson it was.
  2. When someone disrupts the lesson, it is dealt with.1 to 4, always to never
  3. The same rules apply to everyone in this class.1 to 4, always to never

Pushed and noticed

Whether the work is hard enough, and whether anyone notices when it is too hard.

  1. The work I am given in this class makes me think hard.1 to 4, always to never
  2. I am asked to explain how I got my answer, not just what it is.1 to 4, always to never
  3. The teacher notices when I am falling behind.1 to 4, always to never

What to change, in their own words

One pick and one open box, so the survey ends with something to do.

  1. Which one of these would help you most in this class?Choose one of fiveOne pick, so thirty students produce one ranked list.
  2. What is one thing the teacher could do that would help you learn more?Long text, optionalOptional, so a student with nothing to add can finish.

Younger class wording, same four answers

Swap these in for an elementary class.

  1. My teacher tells us what we are doing today.1 to 4, always to never replaces 1
  2. My teacher makes sure we get it before we move on.1 to 4, always to never replaces 2
  3. If I put my hand up, I get help.1 to 4, always to never replaces 4
  4. I can ask my teacher a question.1 to 4, always to never replaces 5
  5. My teacher tells me how to make my work better.1 to 4, always to never replaces 6

How to use the teacher evaluation form

Send one link per teacher and per class, so first-period answers never mix with fifth-period ones. Give the class ten minutes near the end of a lesson on the devices in the room, read question 1 aloud, and tell them answers reach the teacher as class totals. Only question 1 is required, and nothing asks for a name.

Run it once or twice a year, with weeks of term left to act on it. State guidance says observation should be paired with student feedback,[1] so this sits beside your district rubric. You can make a free survey to reword any stem.

To read it, count the bottom two answers on each of the twelve ratings and sort. Talk about the top three items and leave the rest. For a younger class, swap in the five wordings at the end of the bank.

One lectern on the left connected by many thin lines to a grid of identical answer cards, which converge into a single four-segment bar on the right
One link per teacher, one distribution per item.

Teacher evaluation survey FAQ

Who should answer a teacher evaluation form?

The students in the class being rated. They sat through every lesson, so thirty answers describe the term where one visit describes forty minutes. Many schools run both.

How often should you run a teacher evaluation survey?

Once or twice a year per teacher. A run in the middle of the year and another near the end shows whether a change worked.

Should a teacher evaluation form be anonymous?

Yes. Ask for no name, no class list and no seat number, and tell the class in one sentence what happens to their answers. Then read the totals rather than single responses.

Related templates

Rating the whole school rather than one person is the student satisfaction survey. When the family answers, use the parent questionnaire. Students rating each other in a group project want a peer evaluation template. For one workshop with a named presenter, use the facilitator evaluation questions. A course rated across a term belongs on the course evaluation questions. The rest are in the employee feedback survey templates.

EmployeeEmployee Engagement SurveyThe whole-organization read for an employer: an index, its drivers and one recommend question.20 questions, 6 min SatisfactionStudent Satisfaction SurveyWhen an institution asks the students themselves, on a four-point scale with no comfortable middle.14 questions, 3 min TrainingCourse Evaluation SurveyAt the end of a course with a syllabus, when the answers turn into a rating somebody else reads.16 questions, 4 min SatisfactionParent SurveyWhen a school or childcare center is asking the families on its roll, one survey per child.14 questions, 4 to 5 min EmployeeManager Effectiveness SurveyWhen the people rating one named person report to them at work, and the team is small enough that anonymity is the hard part.15 questions, 4 min TrainingFacilitator Feedback FormWhen the person being rated ran one workshop for adults rather than teaching the same class every week.9 questions, 5 min

Michael Hodge, survey methodology · Updated 29 September 2026 · How templates are reviewed

Sources (1)
  1. Massachusetts Department of Elementary and Secondary Education. Model Rubric for Classroom Teacher Evaluation, updated June 2024, p. 4: observations gather evidence "against many, but not all, of the Standards and Indicators, and should be paired with other sources of evidence, such as artifacts of practice, student and family feedback, and evidence of student learning". doe.mass.edu (PDF)

Hear from the whole class

Fourteen questions, about three minutes, one link per teacher.

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