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Teacher evaluation form for student feedback

Fourteen questions a class answers about one teacher, on one link, no name on any answer. Try it the way a student will, then open it in the editor. A signed appraisal for a personnel file is your district rubric, not this.

  • 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
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?

A teacher evaluation form the class answers, not an observation rubric

Two documents share this name. One is filled in by a visiting adult. This is the other one.

If you came for the appraisal, it is not on this page. A formal teacher evaluation in a US school is a classroom visit, announced or not, written up by a principal on a rubric, signed by both people and filed. The New York state form is exactly that: 25 rated items, a field for the length of the visit, and signature lines for director and instructor.[1] A university version adds an Observer field and 28 items.[2] Print whichever rubric your own district publishes.

This page is the other half: what the class thinks. One named teacher, one link, everyone in the room answering, no name on any answer.

Fourteen questions rather than twenty-five, and the difference is arithmetic. A rubric costs one adult an afternoon. A teacher evaluation by students costs thirty people a lesson, so the same length is a different price.

On the left a single clipboard form with a pen and two signature lines; on the right one link fanning out to many small identical answer cards
Left, your district rubric. Right, this template.

The 14 teacher evaluation questions students answer

Twelve rated items on one four-point scale, one priority pick, one open box. Copy a block or copy the lot.

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

Getting the lesson across

Three things a student watches happen at the front of the room.

  1. Lessons start by telling us what we are going to do.1 to 4, always to neverFirst because it is the cheapest thing to change on Monday. A low answer here is two minutes at the top of a lesson, not a verdict on anybody.
  2. The teacher checks that the class has understood before moving on.1 to 4, always to neverThe item asks about the check, not about whether the class understood. Checking is an act a student can see; understanding is a state they cannot report for thirty people.
  3. New work is explained in a way I can follow.1 to 4, always to neverAbout following, not about liking. A student who disliked a lesson and still followed it answers this one high, which is the point of asking it this way.

When I am stuck

What happens after the explanation, where a class of thirty has more to report than one visitor.

  1. When I am stuck, I can get help in the lesson.1 to 4, always to neverGetting help is partly about reaching the front of a queue, so read this one next to the class size before reading it as a comment on the teacher.
  2. I can ask a question in this class without worrying what people will think.1 to 4, always to neverWorded from the student's side because it is about the room rather than the adult. A class can be taught well and still be a hard place to admit you are lost.
  3. When my work comes back, I can tell what to do better next time.1 to 4, always to neverFeedback measured by whether it can be used, not by whether it arrived. Volume of comments and usefulness of comments are different things and this item asks for the second.

The room

Behaviour and fairness, asked of the thirty people who sit in the room every week.

  1. This class settles and starts working without a long wait.1 to 4, always to neverThe item a visitor sees once and a class sees five times a week. Answers here move with the timetable slot, so note which lesson of the day it was.
  2. When someone disrupts the lesson, it is dealt with.1 to 4, always to neverDealt with, not punished. What the rest of the class is waiting on is whether the lesson carries on, so that is what the item asks about.
  3. The same rules apply to everyone in this class.1 to 4, always to neverFairness in the only form a student can observe from their own desk. Read it beside question 8: a class answering both low is describing the same twenty minutes.

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 neverPlaced after the room items on purpose, so it is answered as a judgement about the work and not as a complaint about a difficult lesson.
  2. I am asked to explain how I got my answer, not just what it is.1 to 4, always to neverA specific teaching move a student can watch, chosen instead of asking whether their opinions count, which asks about a feeling rather than an act.
  3. The teacher notices when I am falling behind.1 to 4, always to neverNoticing, which question 4 does not cover: help arriving when you ask for it is a different thing from being seen when you do not.

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 rather than a ranking, so thirty students produce one ordered list instead of thirty. The five options map onto the four blocks above plus more demanding work.
  2. What is one thing the teacher could do that would help you learn more?Long text, optionalOne thing, so the answers can be counted afterwards. Optional on purpose: a student with nothing to add should be able to finish.

Younger class wording, same four answers

Swap these into an elementary class. Same scale, shorter sentences.

  1. My teacher tells us what we are doing today.1 to 4, always to never younger classReplaces question 1. One clause, present tense, and the child can check it against this morning.
  2. My teacher makes sure we get it before we move on.1 to 4, always to never younger classReplaces question 2. "Get it" is the phrase children use for understanding, so the item does not test reading age instead of teaching.
  3. If I put my hand up, I get help.1 to 4, always to never younger classReplaces question 4, and it is more concrete than the original: it names the thing the child actually does.
  4. I can ask my teacher a question.1 to 4, always to never younger classReplaces question 5. The original names a worry a younger child will not recognise, so this asks about the act instead.
  5. My teacher tells me how to make my work better.1 to 4, always to never younger classReplaces question 6. Keeps the usefulness idea and drops the comparison with next time, which needs a sense of the week ahead.

Changing it. Every question is already loaded, so you can make a free survey and rewrite a stem in your own words. Keep one scale across the twelve rated items.

What is not in here, on purpose. No name, no class list, no seat number, no demographic question.

Sending a teacher evaluation form for students

Three decisions that change whether the answers are worth reading.

  1. One link per teacher, and per class

    A survey that asks which teacher you are rating turns an anonymous class survey into a field of named judgements. One link per teacher, one per class, so a year nine answer never lands in a year seven total.

  2. Give the class the time and the device

    Ten minutes at the end of a lesson on the devices already in the room beats a link mailed home. Read question one out loud, then sit down.

    Say one sentence first: answers go to the teacher as totals for the class, and nobody sees who wrote what.

  3. Read it as an item ranking, not a score

    Count the bottom two answers on each of the twelve rated items and sort. Three items to talk about, nine to leave alone. Treat the order as the finding and small gaps as noise. Turning ratings into a number for somebody else belongs to the course evaluation questions page.

One lectern on the left connected by many thin lines to a grid of thirty identical answer cards, which converge into a single four-segment bar on the right
One teacher, thirty answers, one distribution per item. No name field needed.

What a teacher feedback form cannot tell you

Two things a class survey is not, and one it sits next to.

It cannot rate teaching on its own. A class can tell you what happened in front of them: whether a lesson opened with a plan, whether help arrived, whether the rules applied to everybody. It cannot reach the curriculum, the marking or the planning, none of which happens where a student can see it.[2]

It is not a peer assessment. When students are rating each other's contribution to a group project rather than rating the person teaching them, that is a peer evaluation template, and it has to say who said what.

One class is one group, and it is not an appraisal. Thirty students who share a room, a subject and a timetable slot answer as a group, so two teachers with different classes are not comparable on these numbers. An employment decision runs on the rubric, the visit and the signatures your district publishes.[1]

Teacher evaluation survey FAQ

Who should answer a teacher evaluation form?

For this one, the students. A student evaluation of teaching gives thirty accounts of the lessons from the people who sat through them all; an observation gives one account of forty minutes.[2] A school running both duplicates nothing.

How often should you run a teacher evaluation survey?

Once or twice a year per teacher, and when matters more than how often: run it with weeks of term left, so there is time to act before that class moves on. The appraisal cycle is separate.[1]

Should a teacher evaluation form be anonymous?

Yes, and it is the reason to send a link rather than hand out paper. Ask for no name, no class list and no seat number, tell the class in one sentence what happens to their answers, then keep that promise by not reading responses one at a time in front of them.

Where can I find a longer teacher evaluation form for students?

The Great Schools Partnership publishes a free 37-item student feedback survey covering relationships, behaviour, understanding, engagement, expectations, student voice and feedback.[3] It is licensed for non-commercial use, so read it at the source rather than expecting it reprinted.

Related templates, and when to use one instead

Each card says when to use it instead. Rating the institution rather than one person is the student satisfaction survey. When the family answers, use the parent questionnaire. For one workshop with a named person, use the facilitator 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.17 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

Methods and sources

Michael Hodge

Survey methodology and questionnaire design, SuperSurvey

Survey methodologist and editor since 2003: wording, response scales, reliability checks, reporting that maps to a decision.

  • All 14 questions and the 5 younger class swaps written for this page: no item comes from Danielson, Marzano, CLASS, Tripod, the MET student perception items, TNTP, Panorama, YouthTruth or the Great Schools Partnership survey
  • The two forms described at the top were read in the original documents; the item counts, the section names and the field names are taken from the forms themselves rather than from a summary

Updated 8 September 2026 · How templates are reviewed

What this template is based on

The shape of the instrument comes from what a student can observe from a desk: what happens at the start of a lesson, what happens when somebody is lost, how the room runs, and whether the work is hard enough. Every item names an act rather than a quality, and all twelve rated items share one four-point frequency scale so a class learns the answer buttons once. It is 14 items against the 25 and 28 of the two observation forms described above[1][2] and the 37 of the longest free student instrument,[3] because a rubric is filled in once by one adult and this is filled in by everyone in the room.

Question licensing

Nothing here is reproduced from a published instrument, and that is a licence position rather than a style choice. The Danielson Group states that its Framework for Teaching may not be copied, adapted or distributed without written consent.[4] The New York State Education Department grants educational reuse of its material but forbids reproduction for any commercial use, so the form at the top of this search may be described and cited and not copied.[5] The Great Schools Partnership student survey is Creative Commons non-commercial, which is why it is linked rather than quoted.[3] Marzano, CLASS, Tripod, MET, TNTP, Panorama, YouthTruth and the Massachusetts, Missouri, Tennessee and Texas state rubrics were each checked and none of them may be reprinted here either. They are named and pointed at instead.

Limits and disclosure

Fourteen questions from one class describe one teacher's lessons as thirty students experienced them. They do not reach curriculum, planning or the accuracy of marking, none of which happens where a student can see it.[2] This page publishes no response-rate figure and no minimum number of answers before a result is safe to read, because no primary source for a classroom reporting floor was found: set your own and print it beside the numbers. Nothing here is advice about an employment decision.

SuperSurvey makes the editor this template opens in. Everything on this page works with or without it.

References

  1. New York State Education Department, Adult Career and Continuing Education Services. Teacher Evaluation, form for licensed private career schools. 25 rated items in four sections, fields for Date of Visit and Length of Visit, and signature lines for Director and Instructor. acces.nysed.gov (PDF)
  2. Massachusetts Department of Elementary and Secondary Education. Classroom Teacher Rubric, 2024. Four standards, the first of them Curriculum, Planning, and Assessment. The rubric states that 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)
  3. Great Schools Partnership. Student Feedback Survey, December 2020. 37 items in seven sections. Licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International. greatschoolspartnership.org (PDF)
  4. The Danielson Group. The Framework for Teaching, rights statement: the Framework is a "proprietary body of work" that "may not be copied, adapted, distributed, or used, whether in full or in part, without the express written consent" of the Danielson Group. danielsongroup.org
  5. New York State Education Department. Terms of Use: material may be reused "for personal, private and educational purposes, except that reproducing materials for profit or any commercial use is strictly forbidden" without prior written permission. nysed.gov

Send it to one class this week

Fourteen questions, about three minutes, one link per teacher, no name on any answer. Open it, change anything, send it while there is term left.

Use this template