The Class Evaluation Memo: A Model

Below is an example of the Class Evaluation Memo. Notice how this student addressed all parts of the prompt on the Assignment Sheet.

To:  Scott Leonard

From: Marge N. O’Erra

RE:  Class Evaluation

5 May 2006

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I’ll have to admit.  I was dreading this class!  I always got average grades in English in high school.  Giving us a chance to draft, get comments, and even revise our papers after they were graded really helped me!  So, thanks for that!

Anyhow, I’m just going to run through the questions on the assignment sheet and  give you my honest opinion.  Maybe you’d better read this sitting down!  Just kidding!

The Assignments: I liked that you let us pick our own topics.  I hated having to write from the approved list of topics in my 1550!  So don’t change this no matter what.

I’m not naming names, but a couple of the people sitting next to me complained that they didn’t understand what you wanted on this or that assignment.  All I can say is that you have to be pretty dumb not to know what’s going on in this class.  Your website has everything anyone taking this class could possibly want to know about what’s due, when it’s due, or what you want it formatted like.  I wish all my classes were this clear about the grading standards and assignments and what the teacher expects. 

I thought we could have done with one less research paper—especially the last collaborative one!  My group never really got it together.  And I would have liked to have had more time to go deeper into my solo paper. 

Teaching Style:  Personally, I thought you were great in class.   You do tend to talk too fast sometimes, but it’s obvious that you’re enthusiastic about your subject and that you enjoy working with your students.  And it didn’t hurt that you had a sense of humor.  But, in a way, the laid-back and funny thing sort of threw me.  You are a tough grader!  You’re fair, but you don’t let things slide and you expect us to take responsibility for our education.  I can’t think of anything you could have covered better.  You do tend to be wordy.  That can be good, but sometimes I got the feeling that you were building a clock when all I wanted was to know what time it is.

Comments on the Drafts: Man!  You wrote more than I did on that first draft of my first paper.  That’s when I knew that this wasn’t going to be a blow-off class.  You made it clear how far behind I already was.  You weren’t mean, just blunt.  It helped though.  I worked a lot harder after that.  Maybe a few less comments?  There’s only so much I can deal with at a time.  But I can’t say you didn’t warn me what to watch out for.

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O’Erra—2

The Grading:  Like I said, you were a tough but fair grader.  I guess I just wasn’t used to paying attention to so many details and you seemed like you were easy-going enough not to get too picky.  But you stuck to your “standards for graded work” in your syllabus and that’s fair.  

The  Handbook: Total waste of money if you ask me—except for the stuff on citations.  I know you have to require it and all, but we didn’t read it and only used it as a reference book.  We could have found everything we needed for this class on the Internet—or on your website.

So, thanks for a good semester. I really did learn something about research and writing--in spite of myself! I hope my roomate, Jody, can take this class from you next semester.